Unit 2 News media 教学目的和建议(人教版高二英语上册教案教学设计)

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目录
第1篇：Unit 2 News media 教学目的和建议(人教版高二英语上册教案教学设计)第2篇：Unit 2 News Media整体教案（课件）1(人教版高二英语上册教案教学设计)第3篇：Unit 2 News media完整的教案Reading Ⅰ(period 2)(人教版高二英语上册教案教学设计)第4篇：Unit 2 News media完整的教案Grammar (period 5)(人教版高二英语上册教案教学设计)第5篇：Unit 2 News media完整的教案Exercise (period 6) (人教版高二英语上册教案教学设计)第6篇：Unit 2 News media完整的教案Listening (period 4)(人教版高二英语上册教案教学设计)第7篇：Unit 2 News Media Listening(新课标版高二英语下册教案教学设计)第8篇：Unit 2 News Media语法:过去分词作定语(人教版高一英语上册教案教学设计)第9篇：高二英语Unit2 news media 知识点总复习教案(人教版高二英语教案教学设计)第10篇：Unit 2[英语全程教学](人教版高二)第11篇：高二 Unit 2 Useful expressions and Structures(人教版高二英语上册教案教学设计)第12篇：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)第13篇：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

篇1：Unit 2 News media 教学目的和建议(人教版高二英语上册教案教学设计)

(Teaching aid and demands)

1. Words and Expressions

类别课程标准要求掌握的项目

话题 Talking about news and the media

词汇 Media reliable fire face difficulty editor reason elect injure headline inform informed relate talented switch interviewer present reflect effort spiritural seldom AIDS addict social attention tolerate affair concern telegram retire complete bore attitude disappoint guard citizen polluter arm update

Go up burn down relate sb/sth relate to for once be addicted to even if draw attention to on all sides change one’s mind current affairs look up to fall in love with

功能 1. 谈论新闻媒体（Talking about news and the media）

Our readers want to know about….

Which of the media si the most reliable?

Newspapers and other media do more than simply record what happens.

2. 表达意见（Expressing opinions）

The man was careful/funny/nosy/generous/honest/clever…

What do you think of….?

What’s your opinion?

Why do you choose….?

Perhaps ….is more important.

I would rather choose….

I don’t think we should choose…

I don’t think we should choose….

语法过去分词短语作定语和表语

1．能够用-ed 形式描述人物的特性或状态

a journalist He is experienced

an experienced journalist

a programme It is updated

an updated programme

I want to write about people addicted to drugs.

3. 能够用-ed形式与系动词连用，描述人或物品的特性或状态；

The American audience is excited about Yaoming’s performance..

2．Language using.

By using the language, fulfil the tasks of listening, speaking, reading and writing. and learn about the life of a reporter and the details of printing newspapers.

3. Teaching periods. 4 periods

Period One: Practice speaking and listening.

Period Two: Reading Comprehension.

Period Three: The study of language points.

Period Four: The Study of Grammar and writing.

Teaching Steps for SEFC Book 2A

Unit 1 News media

Period 1

Step 1 Revision

1 Ask some Ss to tell what they did during the summer vacation.

2 Talk about TV and newspapers with the Ss: Who likes reading newspapers? How do they often learn about news? What kind of news do you like? Who's your favourite news reporter? Which newspaper

do you like? etc.

Step 2 Presentation

Tell the Ss: In this unit we are going to learn about news media. Every day we learn about news through

Different ways, for example: by surfing the internet, listening to the radio, watching TV, reading books or reading newspaper etc. But which do you like best? Why?

Which of the news media mentioned is the most reliable? Why?

2. How are the media mentioned above different from each other?

3. How do you know whether what you hear, see or read is true?

4. Do you know how a newspaper is made? What about a magazine?

5. What words will you need to talk about news and the media?

Step 3 Listening

SB Page 10, Part 1. Say Look at the picture. What can you see in the picture? (picture 1. two men. Picture2. a young man and woman.) ,What do you think are they, Can you guess their relations (picture 1. the old man looks like a boss, and the young man looks like his employee. They are discuss something. Picture 2. they look like a couple or good friends, they are drinking)

Ok. Next, we will listen to the recorder. Do the listening and learn what happens. and answer the following questions:

1. What kind of person is Jim Gray? Why is he no longer working for the company?

2. Compare your answers to questions 1 and 2 with those of your classmates. Are there any differences? Why?

3. You have heard two different descriptions of what happened to Jim Gray. Why are they different/ Which one do you think is better?

Step 4 Speaking

Next, work in groups. You are the editiors of a newspaper. Below is a list of ten things that happened today. You may only report five of them. Decide which events you are going to put in your newspaper and give you reasons for your choices. Compare your choices with those of your classmates by using the following useful expressions:

What do you think of……../

What’s your opinion?

Why do you choose….?

Perhaps…is more important.

I would rather choose…

I don’t think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

Topics.

1. 200 people died in an earthquake in Turkey.

2. France elected a new president

3. Two men robbed a bank in shanghai.

4.Ahouse in your city burnt down. Nobody was injured.

5.2000 people in your city moved into new buildings today and were happy.

6.A Chinese scientist has invented a new car engine that does not pollute the air

7There is a rumour that a large company wants to build a factory in your city

8. China beat Brazil 2-1 in the football

9. Three children from your city were killed

10.Food prices are going up.

Notes:. 1. be different from……

Make a difference….. make some / no difference.

2. interview, 接见，会谈

give/grant an interview to sb. 接见某人

have an interview with sb 会见某人

3． Description 描写，描述形容

give a description of the battle.

Beyond description 难以描述

4． Rob 抢劫

rob sb of sth.

steal sth from sb.

5． go up/go down 价格的上升、下降

6. burn down, 把。。。烧成平地，（蜡烛等）渐渐烧完，火力减弱。

Step 5. homework

Finish the exercise on page 88, Ex. 1,2,3

Period 2

Step 1 Revision

1 Check the homework exercises.

2. What do you think the life of a reporter is like?

Step. 2 Preparation for reading

SB Page 2, Part 1. Talk; about the pictures: What can you see? Can you describe it?(Picture 1, several people are sitting at the desks in the office, perhaps they are editors. Picture 2, a reporter is interviewing a man, and several people are taking pictures of the man. Picture 3 , we can see several copies of newspapers. namely People’s Daily and China Daily. What do you think the process of making newspapers.. Next, we’ll read a passage about what a reporter’s life is like? And their opinions! )

Step 3 Reading

Wb Lesson 2, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class.

Comprehension.

1．What’s the basic task for a reporter?

a. To report events as what happened.

b .To reflect opinions according to readers’ tastes.

c. To develop stories as the editors tell him or her.

d. To draw readers’ attention.

2. The first sentence in the first paragraph means _______.

a.More information was given to us by newspapers and other media than that simply recorded.

b.It takes newspapers and other media more efforts and time to report what happen than just record what happens.

c.What newspapers and other media can give us is much more than what is simply recorded.

d.Recording what happens is much easier than using newspapers and other media.

According to the passage, the media mentioned are__________.

A. newspapers B. TV programmes

C. broadcasts D. Both A and B.

3. What happened in the first report ?

a. Some workers in the company are on strike.

b. A group of about 100 people made trouble for the workers in the company.

c. Not all of the trouble-makers left peacefully after the police arrived.

d. Workers fought with the trouble-makers.

4. In the 2nd report what happened?

a. A peaceful march against pollution was put to an end by the company.

b. The company was in trouble because of the citizens.

c. The citizens fighting against the pollution fought against the angry men with sticks.

d. On seeing the man with sticks sent by the company, the citizens were timid and frightened.

5. The company in the first report is considered to be____ while in the second it is regarded as _____ .

A. the best; the worst B. a best; the worst

C. the richest; the poorest D. richest; poorest.

6. What topic is treated in Passage 1?

a. How is the news made and written?

b. How does a reporter decide who to write.

c. How do a newspapers help us understand the world?

7. Their jobs and the news we read is made and written.

a. What’s the best title for each story in passage 2?

b. The most successful company/ the worst company.

c. A fight with the police/ A fight with citizens.

d. Friends or enemies?/Bad or good citizens.

8. Making troubles/carrying out the right of the citizens.

‘Behind the headline” proves that ________.

a. We can understand the world better by reading the headlines.

b. The headlines must be written by talented journalists.

c. Publishing papers needs much and is worth doing so.

d. The headlines must be true.

9. From the two reports in Passage 2, we can infer_________.

a. The most successful company in the first report is really the worst polluter in the second one.

b. The citizens against the pollution in the second report are the trouble-makers in the first report.

c. Police in the first report are the angry men armed with sticks to fight with the citizens in the second report.

d. All of the above.

Keys 1-10.ABDBA ADBCD

Step3. Listening

Next listen to the tape, Listen to the two passages. Act the interviewees and interviewers.

Step4.post-reading

Next do the post-reading part on page 12.

Step 5. Homework.

Finish the exercise on page 89.

Period 3

Step 1 Revision

1 Check the homework exercises.

2 Revise the reading passage in SB Lesson 2, Part 1.

Step 2 Language points

Tell the Ss Today we are going to learn some important words, expressions and phrases and sentence patterns.

1. informed decisions, 通知决定

常用于句式： inform sb. of sth.

I informed her mother of her safe arrival.

She returned and informed us of their decision.

后可接从句做宾语，

We were informed that a big fire had broken out in the next town.

常用于被动语态或复合结构中。

Has he been informed of his father’s death yet?

Please keep me informed of fresh development.

2. relate vt. 把。。。。。。联系起来

relate…to/with…..把。。。与。。。联系起来

I can’t relate what he does to what he says.

常英语被动语态： be related to…… “与。。。。。。有关系“

His fear of people is deeply related to his unhappy childhood.

Physics is closely related to mathematics.

vi. 有关，涉及常和介词to 连用

I want to ask you a question that relates to politics.

That doesn’t relate to him.

This letter relates to the sale of the house.

3. switch roles for once….. 改变一下角色、身份

switch vt. 转换，改变

switch sides 改变立场 switch the discussion to another topic 换一个讨论题目

4． Rather than….而不是。。。

He, rather than you , is wrong.

You played football in the classroom, rather on the playground.

The color seems green rather than blue.

They were screaming rather than singing.

rather than 后接动词不定式，可省略不定式符号 to

She likes to keep things rather than (to)throw them away.

Rather than go there, I’d prefer to stay on my own.

4. The editor’s job is to kep the newspaper balanced and interesting to the readers.

编辑的工作就是使报纸对于读者来说平衡和有趣

keep 后跟宾语，然后形容词balanced 和interesting 做宾补

Please keep your room clean.

5. ….make sure that the article reflects events and opinions truthfully.

Make sure….确保。。。。

When you leave the classroom, make sure that all the lights are turned off.

Reflect vt. 反映；表现

Does this letter reflect your real opinions?

Her face reflects how angry she was.

Vt. 反射，回响

The water reflected the sunlight.

The mirror reflected the heat.

Vt. 映出；照出

She was looking at her face reflected in the mirror.

6. ….I wrote about the efforts to bring stolen cultural relics….

Efforts, 努力，艰难的尝试

Make efforts to do sth./ make every effort to do sth./make an effort to do sth.

努力做某事、尽一切努力做某事

spare no efforts to do sth.. 不遗余力地做某事

bring…back to….使。。。回到。。。

使。。。回忆起来。。。His letter brought back to them the days when they were young.

使。。。恢复。。。bring sb. back to health. 使某人恢复健康

7. 。。。who tried to adapt to her new life after having…..

adapt to 适应。。。You should adapt to the life in the No. Middle School.

Adapt…to…使。。。适应；使。。。适合。。。

Adapt one’s thinking to the new conditions. 使自己的思想适应新的情况

8．。。。it was the first time that I had written….

注意时态的一致： It is/was the first time that I have/had been there.

9. ….who are addicted to drugs…..

be/become/get addicted to…..对。。。。。。上瘾；沉溺于 to 介词

She is addicted to drinking.

He became addicted to drugs.

10. on all sides/on every side 在各方面，到处

There are mountains on all sides. 四面都是山。

11．。。。leading to a future world where……

lead to…通向；导致。

This is a road leading to Beijing.

His carelessness led to his failure.

11. …to what we are concerned with now.

concern vt. 使关心；使挂念，使担心

concern oneself with state affairs 关心国家大事

be concerned for the masses 关心群众 be concerned about the growth of the younger generation

关心年青一代的成长。

Be concerned with ……对。。。。关心。。。

12． Tolerate…..vt. 忍受；容忍

I can’t tolerate his selfishness.

Tolerate ( sb./one’s )doing sth.

I won’t tolerate you/your cheating in the exam.

The government tolerate smoking and drinking but not taking drugs.

12. look up to 尊敬；钦佩

Schoolboys usually look up to great athletes.

He is a fine chap,I’ve always look up to him.

13. arm. Vt. 武装；用武器装备

arm oneself with…. “装备。。。。。。；以。。。。。。为武器“

They armed themselves with machine guns.

The crowd armed themselves with sticks and stones.

* be armed to the teeth 武装到牙齿

He is armed to the teeth.

n. (常用复数)武器，兵器

a man of arms/ The people were quick to take up arms to defend their freedom.

*** 短语中的介词 “to”

relate…to…/be related to 与。。。有关系。。。

adapt to…. Be/get/become addicted to…对。。。上瘾；沉溺于。。。。

draw attention to….. lead to…. ; bring ….. back …. To…..

pay attention to…….; look forward to……, stick to……..,object to…….., be/get used to……,

look up to……, listen to……,devote…to….., owe….to…..., be/get married to….,add to/ add up to……,

Step 3. Exercise.

Translation:

1. 与。。。。有关。。。。 --------------

2. 就这一次------------。

3. 对。。。。上瘾。。。----------。

4. 在各方面------------。

5. 十分之九----------。

6. 使报纸保持均衡------。

7. 条理地, 有组织地----------------。

8. 适应新生活。----------。

9. 注意。。。。----------

10. 尊敬----------。

11. 爱上；喜欢上--------。

II. Correction.

I am looking forward to join the army.

2. The books are well worth to reading.

3. She reached the top of the hill and stopped resting on a big rock.

4. He get down to write the composition after lunch.

5. It is a waste of time to talk to him.

6. They left the restaurant as possible as they could after dinner.

7. Let’s fix a time to a face-to-face interview.

8. Three hours late, I phoned him again.

9. The old man needs to look after.

10. The girl got married with the boy last month.

11. The letter we looked forward to coming at last.

Step 4. Homework.

Finish off the workbook exercise. On page89,ex 1,2,3,4.

Period 4

Step 1 Revision

1. check the students’ homework.

2. Let the students retell the story.

Step 2 Grammar.

The past participle used as Attribute and Predicative.

First let the students tick out the sentences from the passages with the p.p in them.

For example:

1. Experienced editors and reporters make informed decisions about what events to report…

2. We asked two of China’s many talented journalists to tell us more about news and newspapers.

3. After the interview, the reporter must present the material in an organized way and……

4. Chen wrote about the efforts to bring stolen cultural relics back to China.

5. I want to write about people addicted to drugs.

6. TV programmes and printed articles help people in other countries learn about China and the Chinese people.

7. The media can often help solve problems and draw attention to situations where help is needed.

8. It will lead to a future world where people from all countries are respected and different views and opinions are tolerated.

Next, sort them out, which are used as Attributives ? and which are used as Predicatives

Attributes: 1,2,3,4,5,6 Predicatives: 7,8

Step 3. Rewrite the following sentences with the Participle.

1. The telegram that was sent by my sister brought the news of my dear grandma’s death.

2. Let’s try the bookstore that was opened last month.

3. Nine out of ten women who were interviewed about the product said they liked it.

4. The three guns, which had been stolen from the police station, were found in the house.

5. I don’t like going to supermarkets that are located in the center of the town.

篇2：Unit 2 News Media整体教案（课件）1(人教版高二英语上册教案教学设计)

Unit 2高二语法讲义

1. 不定式的构成

不定式是由不定式符号to+动词原形构成，在某些情况下to也可省略。

不定式一般有时式和语态的变化，通常有下表中的几种形式（以do为例）：

主动式被动式

一般式 to do to be done

完成式 to have done to have been done

进行式 to be doing /

完成进行式 to have been doing /

1) 不定式的一般式

不定式的一般式所表示的动作通常与主要谓语的动作同时或几乎同时发生，或是在它之后发生。如：

They invited us to go there this summer. 他们邀请我们今年夏天去那儿。

He stood aside for me to pass. 他站到一边让我通过。

2) 不定式的完成式

不定式的完成式所表示的动作在谓语所表示的动作之前发生，它在句中可作表语、状语、宾语，有时也可作主语、定语等。如：

She seemed to have heard about this matter. 她似乎已听说过这件事。

I am sorry to have kept you waiting so long. 我很抱歉让你等了这么久。

I meant to have told you about it, but I happened to have an important thing to do.我本来想告诉你这件事的，但我碰巧有一件重要的事要做。

It has been an honor for me to have traveled so much in your country. 对我来说，在你们国家旅行这么多地方是一件很荣幸的事情。

3) 不定式的进行式

不定式的进行式表示正在进行的与谓语动词同时发生的动作。它在句中可以用作除谓语以外的所有成分。如：

It’s nice of you to be helping us these days. 你真好，这些天一直帮我们。

He pretended to be listening to the teacher carefully. 他假装在认真地听老师讲课。

We didn’t expect you to be waiting for us here. 我们没料到你一直在这儿等我们。

4) 不定式的完成进行式

如果不定式表示的动作是谓语所表示时间之前一直进行的动作，就需要用完成进行式。如：

They are said to have been working in Tibet for 20 years. 据说他们已经在西藏工作了。

We are happy to have been helping each other these days. 我们很高兴这些天能互相帮助。

5) 动词不定式的否定形式是由not或never加不定式构成。如：

Try not to be late again next time. 尽量下次不要再迟到。

He wished us never to meet her again. 他希望我们永远不要再见到她。

6) 疑问词+动词不定式：

不定式和疑问词whether, what, which, whom, where, when, how, 等连用可以在句中起名词的作用，通常跟在tell, know, show, decide, learn, wonder, explain, advise, teach, discuss, find out等动词后面作宾语，有时也可以充当主语、表语等。如：

On hearing the news, he didn’t know whether to laugh or to cry.

听到这个消息，他不知道该哭还是该笑。

When to hold the meeting has not decided. 什么时候开会还没有决定。

The most important problem is how to get so much money.

最重要的事情是如何搞到这么多钱。

介词后一般不直接接不定式，但可以接疑问词+不定式短语作宾语。如：

Mary gave some advice on how to learn English. 玛丽提了一些如何学习英语的建议。

I have no idea of how to do it. 我不知道该怎么做。

7) 不定式的被动式：

当不定式逻辑上的主语是这个不定式所表示的动作的承受者时，不定式一般要用被动形式，to be +过去分词和to have been +过去分词。这些形式可以用来作主语、表语、宾语、定语、状语、补语。如：

It’s a good thing for him to have been scolded by the teacher. 对他来说，被老师责备是一件好事。

They seemed to be satisfied with the result. 他们似乎对结果很满意。

He asked to be sent to work in the countryside. 他要求被派往农村工作。

She was the last person to have been mentioned at the meeting. 她是会上最后一个被提到的人。

I had to shout to be heard. 我不得不大喊才能被听到。

We don’t like our friends to be laughed at from time to time. 我们不喜欢我们的朋友不时地被嘲笑。

2. 不定式的语法作用

1) 不定式作主语：

To see once is better than to hear a hundred times. 百闻不如一见。

To master a foreign language is not an easy thing. 掌握一门外语不是一件容易的事。

在很多情况下，人们通常用it作为形式上的主语，而把不定式短语移到谓语之后，使句子显得平稳一些。如：

It’s good manners to wait in line. 排队等候是很有礼貌的。

It made us very angry to hear him speak to his mother like that. 听到他那样跟他妈妈说话我们很生气。

2) 不定式作表语：

The most important thing is to put theory into practice. 最重要的论付诸实践。

The greatest happiness is to work for the happiness of all. 最大的幸福就是为大家的幸福而工作。

3) 不定式作宾语：

He wanted to know the truth. 他想知道真相。

I prefer to be starved to death rather than beg. 我宁愿被饿死也不愿乞讨。

He pretended to have read the book when I asked him about it.

我问到他的时候，他假装读过这本书。

另外，不定式在某些复合宾语中作宾语时，人们常常用it代表不定式，而将真实宾语放在补足语之后。如：

Do you think it better to translate it in this way? 你认为这样翻译是不是更好？

I feel it a great honor to be invited to speak at the meeting before so many students.

我觉得被邀请在会上面对这么多学生发言是一件很光荣的事情。

4) 不定式作补语：

①不定式可以和名词或代词一起构成复合结构作动词的宾语，这时不定式被称为宾语补足语。如：

I would like you to help me with my English exercises. 我想请你帮我做英语练习。

I never expected the shoes to be worn out so soon. 我从来没想到鞋子这么快就穿破了。

注意：动词help后面接不定式作宾语或宾语补足语可以带to也可以不带to。如：

Who can help me (to) carry this heavy box? 谁能帮我拎这个重箱子？

②在make, let, have等使役动词和see, watch, notice, hear, feel等感官动词后的复合宾语中，动词不定式不带to。

I often hear her sing in the next room. 我经常听到她在隔壁唱歌。

They make the baby go to bed at 7:00 p.m. every day. 他们每天让孩子晚上7：00上床睡觉。

注意：get, leave等词也有“让”“叫”的意思，和使役动词意思相近，但它们后面的不定式作宾语补足语必须要有to。如：

I’ll get him to try it again. 我将让他再试一次。

How could you leave him to have supper with a stranger?

你怎么让他跟一个陌生人一起吃晚饭？

注意：当使役动词和感官动词变为被动语态时，不定式就成了主语补语，作主语补语的不定式必须加to。如：

Though he had often made his little sister cry, today he was made to cry by his little sister. 尽管他经常弄哭他的小妹妹，但今天他却被他的小妹妹弄哭了。

He is often heard to sing the song. 经常有人听到他唱这首歌。

③think, consider, believe, declare, suppose, find, imagine, know, understand, take, prove, feel等动词后面接的不定式短语作补语多由to be+形容词或名词构成，think, consider, find后的to be常可省略。如：When he woke up, she found herself (to be ) badly injured.

她醒来的时候，发现自己受了重伤。 I thought her (to be) nice and honest the first time I met her.我第一次见到她的时候就认为她人很好，很诚实。

含有此类复合宾语的句子变成被动语态时，不定式同样被称之为主语补足语。如：

The young man was considered to have great promise. 这个年轻人被认为大有前途。

The situation was found to be quite encouraging. 形势看来很使人鼓舞。

④以be said, be reported, be known, seem, happen, prove, appear等构成谓语的句子中，动词不定式通常也可看作主语补语。如：

More than 20 people were reported to have been killed in the accident.

据报道，有20多个人死于事故。

I happened to be talking with him when he was hit by a car. 他被汽车撞的时候，我碰巧在和他谈话。

5) 不定式作定语：

不定式在句中作定语通常放在其所修饰的名词或代词之后，以下几种情况常用不定式作定语：

①能带不定式作宾语的动词，其同源名词可以带不定式作定语，常见的有attempt, decision, promise, plan, intention, failure, wish, determination等。如：

He hasn’t kept his promise to write to his parents regularly. 他没有遵守诺言定期给他父母亲写信。

My wish to be a teacher is quite understandable. 我想成为一个教师的愿望是可以理解的。

②常与不定式搭配的形容词，其同源名词一般可以带不定式作定语，常见的有ability, anxiety, eagerness, ambition等。如：

His eagerness to finish his work in time was quite obvious.他急切地想准时完成工作是很明显的。

We admire his ability to speak a foreign language so well.

我们欣赏他能把一门外语说得这么好。

③序数词、形容词最高级或被only, last, next等词修饰的名词可以用不定式作定语。如：

He is always the first person to come and the last one to leave.他总是第一个来最后一个离开。

The next person to attend the meeting is Dr. Baker.下一个出席会议的人是贝克先生。

④还有一些名词经常带不定式作定语。如：person, man, thing, something, anything, nothing, time, way, reason, chance, courage, opportunity等。如：

We students should have the courage to face any difficulty.

我们学生应该有勇气面对任何困难。

He had no reason to leave his friends and live alone on the island.

他没有理由离开他的朋友独自住到岛上去。

⑤不定式作定语时，有时与被修饰的名词之间有意义上的动宾关系，如果该不定式动词是不及物动词，它后面需加上适当的介词。如：

There is nothing to worry about. 没什么可担心的。

There are many interesting books to choose from, but I don’t know which to borrow. 有很多有趣的书可以挑选，但我不知道该借哪一本。

6) 不定式作状语：

不定式作状语可以表示行为的目的、结果、原因、条件等

① 不定式作目的状语，有时也可以用in order (not) to, so as (not) to结构。如：

In order to protect the young plants from the sun, Mother put them in the shade.

为了保护幼苗不被太阳晒坏，妈妈把它们放到了阴凉处。

He got up very early this morning so as not to be late for school again.

今天早上他起身很早以免上学再迟到。

注意：so as (not) to do不可以置于句首。

②不定式作结果状语，常见的结构有too…to, enough…to, so…as to, such…as to, only to…等。如：

The question is too difficult for me to answer. 对我来说，这个问题很难回答。

He said he was clever enough to deal with it by himself.他说他足够聪明可以独自应付这件事。

Will you be so kind as to turn down the radio? 请你帮我把收音机调低一点好吗？

He woke up only to find himself in hospital. 他醒来发现自己在医院里。

注意：too…to通常表示太……而不……，但在下列句子中没有否定的意思。

She is only too glad to stay at home. 她太想留在家里了。

He is too anxious to know the examination results. 他很急切地想知道考试结果。

③不定式作原因状语，通常用来修饰表示情感、心理状态、性格等的形容词。常见的形容词有：happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever, frightened, shocked, sorry, eager, proud, disappointed, foolish, impatient, unwise, naughty等。如：

They are surprised to learn of his death. 得知他死亡的消息，他们很惊讶。

We are proud to be young people of new China. 成为新中国的青年，我们感到很骄傲。

另外，hard, difficult, easy, fit，comfortable等词也可以接动词不定式。这时候，作句子主语的除了是表示人的词外，还可以是表示物的词。如：

The water is not fit to drink. 这水不适合饮用。

The room is very comfortable to live in. 这个房间住起来很舒服。

注意：后两句中的不定式与句子的主语或宾语之间是动宾关系，此时如果不定式动词是不及物动词，则需要带上适当的介词。

3. 不定式的复合结构

1) 不定式复合结构的构成

不定式在使用时通常有自己的逻辑主语，一般可以是句子的主语或宾语，或者由物主代词暗示出来。如：

They plan to build a hotel. 他们计划建造一个酒店。

His father sent him abroad to study literature. 他父亲送他出国去学文学。

I could see her eagerness to go abroad. 我可以看出他急切地想出国。

但有时需要明确表示出不定式的逻辑主语（即不定式动作的执行者），此时一般用for/of +名词（代词）短语+不定式来构成不定式的复合结构。如：

It’s expensive for people to use electricity for cooking. 人们用电做饭是很昂贵的。

It’s careless of you to make such a mistake. 你犯这样的错误真是粗心。

2) 不定式复合结构的语法作用

不定式的复合结构在句中可以做主语、宾语、表语、状语、定语。

①不定式的复合结构作主语、宾语，通常用it 作形式主语或形式宾语来代替不定式的复合结构。如：

It’s necessary for the goods to be packed in strong cases. 货物很有必要用坚固的箱子打包。

They thought it impossible for us to find the lost child in the darkness.

他们认为我们要在黑暗中找到迷路的小孩是不可能的。

②不定式的复合结构作表语、状语、定语。如：

That’s for you to decide. 那个由你来决定。

For the test to be passed, the students should work harder than before.

为了能通过考试，学生们应该比以往更认真学习。

I have some books for you to read. 我有几本书送给你读。

1. 不定式不带to的规则：

前面我们已经谈到，在一些使役动词和感官动词后的不定式作宾语补语时，不定式符号to常常省略，下面还有几种情况请大家注意：

① 动词原形come, go等在口语中可接不带to的不定式。如：

Go tell her. 去告诉他。

Come have a glass. 来喝一杯。

②在why引起的一些疑问句中，疑问词直接跟动词原形或not+动词原形。如：

Why spend so much money? 为什么花这么多钱？

Why not let her have a try? 为什么不再让她试一试？

③在had better（还是……最好）, had best（最好，顶好）, would rather（宁可，宁愿）, would rather…than（宁可……而不……）, would sooner（宁可，宁愿）, would sooner…than（宁可……而不……）, cannot but（不得不，必然）, cannot choose but（只得）, cannot help but（不得不）等结构后直接跟动词原形或not +动词原形。如：

You’d better listen to your teacher’s opinion. 你最好听一听老师的看法。

I would rather work than stay idle. 我宁愿工作而不愿闲坐。

Rather than ride on a crowded bus, he always prefers to ride a bicycle.

他宁愿挤公共汽车也不愿骑自行车。

Liu Hulan would sooner die than surrender. 刘胡兰宁死不屈。

One’s world outlook cannot but come through in what one says and does.

一个人的世界观必然在他的言行中表现出来。

④在介词but, except之前如有动词do的任一形式，其后的动词不定式不用to。如：

Last evening I did nothing but repair my farm tools. 昨晚上我除了修理农具外，没有做其它的事情。

Now there was nothing he could do except admit defeat. 现在他只有认输。

如but 之前没有do，其后的不定式则一般要加to。如：

I’m afraid we have no choice but to take a taxi. 恐怕我们别无选择，只好乘出租车了。

They desired nothing but to succeed. 他们只想成功。

⑤在出现并列的动词不定式时，为了避免重复，后面的不定式符号to可省略。如：

I really don’t know what to say and do. 我真的不知道该说什么，该干什么。

Can you help me to call him and ask him to attend the meeting at 2:00 p.m.?

你能不能帮我打电话给他，叫他下午两点来开会？

但如果两个不定式有对比的意思，则不定式符号to不可被省去。如：

I came not to scold you but to praise you. 我是来夸你的，不是来骂你的。

The purpose of the new technology is to make life easier, not to make it more difficult.

新技术的目的是为了使生活更容易，而不是使生活更艰难。

2. 动词不定式的省略问题：

上文中出现了某一动词或动词短语，下文中再遇到此动词的不定式结构时，往往要省略动词不定式，但通常省略动词原形或短语而保留不定式符号to，一般有下面几种情况：

①含有助动词或情态动词如be going to, used to, have to, ought to, be able to, be about to等+动词原形结构时：

---Do you think I ought to go to see my doctor? 你认为我应该去看医生吗？

---Yes, I think you ought to. 是的，我想你应该去。

She must go but you don’t have to. 她必须走，但你没有必要。

②含有动词want, decide, like, love, hope, wish, mean, refuse, try等+不定式作宾语结构时：

---Did you go to see the Great Wall? 你去看长城了吗？

---I wanted to, but I was too busy. 我本来想去的，但我太忙了。

You may go with them if you hope to. 如果你希望的话，你可以和他们一起去。

③含有动词如ask, tell, order, advise, persuade, warn, wish, permit, allow, forbid等+不定式做宾语补语或主语补语时：

Don’t do anything unless your father tells you to. 除非你父亲叫你去做，不然不要做任何事情。

---May I use your car? 我可以用你的汽车吗？

---No, I forbid you to. 不，我禁止你使用。

④对话的答语中含有形容词如happy, glad, eager, anxious, willing, ready, pleased, afraid等+不定式作表语结构时：

---Will you lend me a hand? 你能帮我一个忙吗？

---I’m willing to, but I can’t now. 我很愿意，但我现在不行。

---Would you please come to my birthday party tomorrow? 明天下午来参加我的生日聚会好吗？

---I’ll be glad to. 我很乐意。

3. 不定式主动语态和被动语态的区别：

动词不定式在句中究竟用主动还是被动，有时比较复杂。主要有下面几种情况：

①不定式所修饰的名词或代词和不定式逻辑上构成主谓关系时，不定式往往用主动形式。如：

Have you got a key to unlock the door? 你有开门的钥匙吗？

②不定式做后置定语，和被修饰名词或代词构成逻辑上的动宾关系，又和该句主语构成逻辑上的主谓关系时，不定式常用主动形式，不定式为不及物动词时，其后应加相应的介词。如：

Do you have anything to say on this question? 针对这个问题你还有什么要说的吗？

He is a pleasant person to work with. 他是一个合作愉快的人。

③不定式作表语形容词的状语，和句子主语构成逻辑上的动宾关系时，不定式多用主动形式，不定式为不及物动词时要加相应的介词。如：

The fish is delicious to eat. 这鱼很好吃。

The chair is comfortable to sit on. 这把椅子坐起来很舒服。

④在There be结构中，当说话人考虑的是必须有人去完成某件事时，不定式用主动形式；如果说话人强调的是事情本身必须完成，则用被动形式。如：

There is nothing to worry about. 没什么可担心的。

There is a lot of work to do. 有许多事情要做。（表示某人必须做这工作）

注意下面两个句子的含义：

There is a lot of work to be done. （强调有许多事情必须做。）

There is nothing to be done. （强调出了某事，现在没办法解决。）

4. for somebody to do和of somebody to do的用法区别：

句型“It is +形容词+for somebody+不定式”中的形容词通常强调不定式的行为属性，如：important, possible, impossible, necessary, difficult, hard, reasonable等。

It’s difficult for us to finish the work within two hours. 我们要在两小时之内完成工作是很难的。

It’s reasonable for them to run away so quickly. 他们这么快就逃跑了是很有道理的。

“It is +形容词+of somebody+不定式”中的形容词表示人物性格和特征。如：kind, silly, good, unwise, clever, wrong, right, foolish, stupid, careless, rude, impolite, bold, thoughtful, honest, bad, sensible, naughty等。

It’s kind of you to think so much of us. 难为你这么为我们着想。

It’s silly of the boy to keep pouring water into the basket 这个男孩真傻，一直往篮子里倒水。

5. 高中阶段能接不定式的常见动词：

能接不定式作宾语的常见动词有：want（想要）, like（喜欢）, wish（希望）, hate（憎恨，讨厌）, prefer（宁愿）, hope（希望）, fail（失败）, plan（计划）, refuse（拒绝）, ask（要求）,continue（继续），manage（设法）, try（尽力）, offer（提供）, start（开始）, begin（开始）, forget（忘记）, remember（记得）, promise（答应）, mean（打算）, pretend（假装）, intend（想，打算）, attempt（尝试，企图）, decide（决定）, learn（学会）, desire（渴望，请求）, agree（同意）, care（关心，喜欢）, choose（选择）, determine（下决心）, expect（期望）, afford（负担得起，买得起）等。

能接不定式做补语的常见的动词有：感官动词see, watch, notice, hear, feel等；使役动词make, let, have 等；还有一般的动词如advise（建议）, allow（允许）, ask, beg（乞求）, command（命令，指挥）, tell（告诉）, invite（邀请）, force（强迫）, oblige（强迫）, get（致使）, help（帮助）, wish, want, like, hate, prefer, intend, expect, encourage（鼓励）, persuade（说服）, permit（允许，许可）, remind（使想起，提醒）, request（请求，要求）, order（命令）, warn（警告，提醒）, cause（引起）等。

6. 高中阶段常见的不定式短语：高中阶段常见的一些不定式短语可以作谓语，如：be able to do（能，会）, be about to do（即将做……）, used to do（过去常常……）, be glad to do（乐意做……）, would like to do（想要做……）,be likely to do（很可能做……）, go all out to do something全力以赴,be supposed to do应该等。

高中阶段还有一些不定式短语可以作状语修饰整个句子，也可以称它们为插入语。如：to tell you the truth（说老实话），to be frank（坦率地说）, to begin with（首先）, to be brief（简言之）, to make a long story short（长话短说）, to be exact（精确地说）, to say nothing of（姑且不说），to conclude（总而言之）, to be sure（诚然、固然）， to do him justice（说句对他公道的话）,so to speak（可以这么说、打个譬喻说）等。

To tell you the truth, I hate him. 说老实话，我恨他。

To be frank, I don’t agree with what you said. 坦率地说，我不同意你说的话。

篇3：Unit 2 News media完整的教案Reading Ⅰ(period 2)(人教版高二英语上册教案教学设计)

一. Teaching aims

1. Familiar with news reporters’ job

2. Help students understand that media have other social functions besides reporting events.

3. Deal with those important words, expressions and difficult sentences.

二. Key points and difficult points

Key points: the function of media; language points

Difficult point: two difficult sentences

三.Teaching aids

slides

四.Teaching procedures

Step 1. Lead-in 5 minutes

T: (choose one student) do you often read newspapers?

S1: yes.

T: which parts of a newspaper do you like best?

S1: entertainment/sports/news….

T: Thank you! Sit down, please. (Ask the whole class) What were we doing just now?

Ss: having an interview.

T: Right! I interviewed S1, and then we call S1…?

Ss: interviewee

T: what about me?

Ss: interviewer

T: Very good! As a reporter, I have got the information I want from S1, and then what will I do?

Ss: Write articles/ talk it with your editor…

T: Now, open your book and turn to page 11. Look at the picture on the right. Guess who are

they and what are they doing?

Ss: They are editors, reporters…they are surfing the net, discussing something…

T: Very good! We know this text is about reporters and newspapers. Then what does the title

“ Behind the headlines” mean?

Ss:标题背后的故事。

Step 2 Fast –reading 6-7 minutes

T: Right! Now, let’s learn this text. First, read the first paragraph, those three questions and the last paragraph quickly. And find out the answers to two questions.

( Slide ) questions: 1.Who do they interview?

2. Do media only tell people what happens?

(4-5 minutes later)

T: stop here please! Who’d like to answer the first question?

S2: Cheng Ying and Zhu Lin

T: Very good! And what about the second question?

S3: no!

Step 3 Careful- reading 31-33 minutes

Part 1. 17-18 minutes

T: Then what other things can media do? Keep this question in your mind, we’ll deal with it later. Let’s learn the first paragraph now. Listen to the tape of the first paragraph, pay attention to the reader’s pronunciation.

(This paragraph is the most difficult one in the text. So I’ll explain it sentence by sentence)

Language points:

1.more than 不仅仅

e.g.: I can do more than this.

2. make sure 确信

e.g. Please make sure all the lights are off before you leave.

3.relate to sb./ sth. 理解或同情某人（某事）

e.g.: Marry find it difficult to relate to children.

Students find it difficult to relate to the life of a scientist.

relate (…) to … 相关的，有关联的

e.g.: This relates to something I mentioned earlier.

If you relate the results to the cause, you will find things are not that simple.

4. switch roles for once 这一次转换角色

e.g.: For once, he broke the rule.

(Slide) help understand the last sentence of this paragraph:

The two reporters agreed to switch roles for once / and be the interviewees rather than the

interviewers / in order to let us know about their work and how the news we read is made.

Part 3. 13-14 minutes

T：Are there any other questions about the first paragraph? Good! Well, let’s go back to that question “what other things can media do?”(slide) Do you want to know?

Ss: yes!

T: Ok, let’s find it. Turn to next page, the last paragraph. (choose a student to read it)

Now, discuss the question with your partner and make a list of it.

(slide)Suggested answers:

1. help solve problems by draw people’s attention to it.

2. help people become interested in important questions.

3. help people understand each other and the world better.

T: All of you have done a good job! Well, let’s solve some difficult sentences. Who’d like to tell us the meaning of the first sentence?

S4: 媒体总是能帮助解决问题，会把人们的注意力吸引到需要帮助的问题上。

T: Very good! For example, we can know many things happened in other parts of China and in other countries from newspapers like “ The People’s Daily”.

Now let’s learn the last sentence, it’s difficult. “leading to a future world” 是现在分词做状语，表示目的。”Where”引导的是定语从句，用来修饰 a future world.

(slide)The result is a better understanding of the world on all sides, leading to a future world /where people from all countries are respected /and different views and opinions are tolerated.

Language points

1.draw attention to 对。。。表示注意

e.g. Reporters write articles to draw people’s attention to pollution.

2.on all sides 方方面面，各方面

四．Homework

T: Today, we have learned the functions of media. We know that media are very important in our life. If you are interested, you can think about what our life will be like without media.

Please preview the rest parts of the text.

五. Blackboard work

1.more than 不仅仅 (new words)

e.g.: I can do more than this. interview

2. make sure 确信 interviewer

e.g. Please make sure all the lights are off before you leave. interviewee

3.relate to sb./ sth. 理解或同情某人（某事）

e.g.: Marry find it difficult to relate to children.

Students find it difficult to relate to the life of a scientist.

relate (…) to … 相关的，有关联的

e.g.: This relates to something I mentioned earlier.

If you relate the results to the cause, you will find things are not that simple.

4. switch roles for once 这一次转换角色

e.g.: For once, he broke the rule.

5．draw attention to 对。。。表示注意

e.g. Reporters write articles to draw people’s attention to pollution.

6.on all sides 方方面面，各方面

篇4：Unit 2 News media完整的教案Grammar (period 5)(人教版高二英语上册教案教学设计)

一 Teaching Aims

1. Review the words appearing in the last four periods.

2. learn and master the use of the Past Participle as Attribute and Predicative

二 Teaching Difficult Point

How to use the Past Participle correctly, especially how to use the Past Participle instead of the Attributive Clause.

三 Teaching Methods

1. Practicing to finish each task in World Study and Grammar.

2. Individual or pair works to make every student work in class.

四 Teaching Aids

Slides

五 Teaching Procedures

Step 1

T: Today, we are going to learn the Past Participle used as Attribute and Predicative. First, let’s see what is Attribute and Predicative.

Attribute: 定语, 放在名词前,用来修饰名词,一般由形容词充当

Predicative: 表语, 用在诸如 be, become, get, look 等词后，一般有形容词,名词充当.

e.g. Liu Xiang is a handsome man. (Attribute)

Liu Xiang is handsome. (Predicative)

T: Now, open your book and turn to page 13. Look at the sentences from the text of reading course. Each of them has the Past Participle as Attribute or Predicative. Is that so?

Ss: Yes!

T: Now read those 8 sentences and work in pairs to translate each sentence into Chinese and then tell if the Past Participle in it is used as Attribute or Predicative. A few minutes later, I’ll check your answers. Are you clear?

Ss: Yes.

(Slide) suggested answers:

Attribute: experienced, informed, talented, organized, stolen, addicted, printed

Predicative: needed, respected, tolerated

Step 2

T: well done! Next, look at exercise 2. Rewrite each past participle that is used as attribute with the attributive clause. (Explain the example) First do it by yourself, and then check with your partner. At the end, I’ll check your answers. You can begin now.

(Slide) suggested answers:

Informed decisions= decisions that are informed

Talented journalists= journalists who were talented

An organized way= a way that is organized

Stolen culture relics= cultural relics that had been stolen

People addicted to drugs= people that/ who are addicted to drugs

Printed articles= articles that are printed

Step 3

(Then teacher asks the students to finish exercises 3 and 4 as they do exercise 2.)

(Slide) suggested answers:

Ex.3

1. The telegram sent by my sister brought the news of my clear grandma’s death.

2. Let’s try the bookstore opened last month.

3. Nine out of ten housewives interviewed about the product said they liked it.

4. Three guns, stolen from the police station, were found in the house.

5. I don’t like to go to supermarkets crowded with shoppers

Ex. 4

1. The three injured students were sent to hospital.

2. Some used textbooks were given to the students in the countryside.

3. Tom can’t go to school because of his broken leg.

4. The ground is covered with fallen leaves.

5. Many returned Chinese students overseas made a great contribution to our country.

Step 4

T: well, now please look at page 13, let’s do Word Study. Are you ready?

Ss: Yes.

T: Look at exercise 1 in it: complete the sentences with the verbs in the box. Change their forms if necessary. To do it better, first, you should read and understand each sentence. Then choose the proper verb and use its right form to complete each sentence. Are you clear?

Ss: yes!

T: Before do the exercise, let’s review those verbs in the box. (The teacher reviews those verbs which have been learned last four periods with students.)

Prepare for a few minutes. Then I’ll check your answers.

(Slide) suggested answers:

1. was elected 2. was injured 3. was fired 4. was switched

5. be tolerated 6. did…relate 7. is reflected 8. were…presented

六 Homework

Finish all the exercises in the workbook. We’ll check the answers next lesson.

七 Blackboard work

Experienced editors editors who(关系代词) are experienced

We lived in the house that was built by my father we lived in the house built by my father.

篇5：Unit 2 News media完整的教案Exercise (period 6) (人教版高二英语上册教案教学设计)

一. Check answer 5 on page 14. deal with some new words and expressions

Answers: surprised, amazing, interested, boring, surprised, satisfied, noticed, interesting, disappointed

二. Check answers in the workbook

Vocabulary 1. ① ABD ② C ③ AB ④ A ⑤ ABC

2. reflect, addicted, headlines, reporter, affairs

3. an editor, a reporter, the interviewer, the interviewee, retired, prison guard

Grammar

1. ①excited ②interested ③ surprised/ shocked ④ surprised/ shocked

⑤ scared/ frightened/ worried ⑥ shocked/ worried ⑦ worried / frightened ⑧ tired ⑨ challenging ⑩ satisfied ⑾ encouraging

⑿ chosen

三. Group game

Write words with the given character as the first letter on the blackboard one by one.

篇6：Unit 2 News media完整的教案Listening (period 4)(人教版高二英语上册教案教学设计)

一. Teaching aims and requirement

1. To stimulate students to show their ability of acting

2. To cultivate students’ ability of listening for information

3. To learn the following new words

Fire(v.); face(v.); difficulty; nosy

二. Key points and difficult points

Key points: catch the wanted information

Difficult points: take notes

三. Teaching aids

Slide; tape

四. Teaching procedure

Step 1 acting 12 minutes

(Check yesterday’s homework.)Teacher chooses two groups to act out a news report or an interview in the front of class.

Step 2 pre-listening 4 minutes

T: Today, we are going to learn the listening part. Open your book to page 10. Let’s see the title first. There are two parts of the listening material, part 1 is an interview and part 2 is a dialogue. First, let’s learn those new words in exercise 1(the table below)

New words are: fire; face; difficulty; nosy.

Part 1 Part 2 Both Neither

The man was fired.

The man faced difficulties.

The man was careful.

The man talked too much.

The man was funny.

The man was nosy.

The man was generous.

The man was honest.

The man was a nice person.

The man was very clever.

T: Exercise 1 asks us to choose the descriptions of Mr. Gray that have been mentioned in the listening materials. According to those descriptions, let’s guess what will they talk about Mr. Gray on the right two pictures of the book.

T: Picture 1 is an interview. The fat man is called Mr. Keller and the other one is Mr. hunter. What do they do?

Ss: an interviewer / reporter; boss/ headmaster/headquarter

T: Maybe! What will they talk about Mr. Gray?

Ss: …

T: later, we will see who is right! What about picture 2? They are Mr. Gray’s friends---Paul and Wendy.

Ss: …

Step 3 while- listening (part 1, part 2) 29 minutes

T: Well, we have done some guesswork about the listening material. Now, let’s listen to the tape for the first time. While listening, try to get the main idea and take some notes.

(after listening)

T: What do they talk about Mr. Gray in part 1/ picture 1?

Ss: Something negative/ he was fired …

T: What about part 2/ picture 2?

Ss: Something positive…

T: Very good! This listening material is a bit difficult. When we do listening exercises, we should learn to catch the information we want, that’s catch the key words. As for this exercise, we must pay attention to those words that describe Mr. Gray. Such as: careful, funny, honest. At the same time, try your best to write down the key words as quick as possible. In order to save time, you can use some simple symbols instead of those long sentences that you can recognize. (4 minutes)

Part 1 15 minutes

T: Ok, now, let’s listen to part 1 for the second time. While listening, finish exercise 1.

(After listening, check answers)

T: You have different opinions with some answers. Now, listen for the third time and find out the answers to those uncertain answers. This time, try your best to take some notes. Please write down what other things they have talked about Mr. Gray.

(After listening, give the right answers of part 1)

T: What have you written down?

Ss: …

T: ok, look at the slide. These are what the boss has talked about Mr. Gray.

Now, listen for the last time to see if you can get all the information on the slide.

(slide) too slow

talk too much; noisy

wild; not serious enough

nosy

rude; said bad things about people

careless with his money

part 2 10 minutes

Because teacher has taught some listening skills in part 1, and part 1 is really a good example. So teacher will speed up. And the steps are similar as part 1.

(slide) face difficulties but not give up

careful

funny; happy

kind

generous

honest

五. Blackboard work

Mr. Keller fire v. 开除

Mr. Hunter face v. 面对

Paul difficulty 困难

Wendy nosy 爱管闲事的

篇7：Unit 2 News Media Listening(新课标版高二英语下册教案教学设计)

Period one: Listening

Teaching Aim:

To help the Ss improve their listening ability of getting information from the listening material;

To help the Ss learn to infer something from the listening material;

To help the Ss understand the whole Listening material.

Teaching Aid: multi-media

Teaching procedure:

PartⅠWarming up

StepⅠAsk the Ss to list some news media they know in their daily life and ask them to talk about the pictures on page9.

StepⅡ Ask the Ss to discuss the following questions:

1) Which of the news media above do you usually use? Why?

2) Which of the news media is the most reliable (do you believe most)? Why?

3) How are the media above different from each other?

4) How do you know what you hear, see or read is true?

5) What words will you need to talk about the news media?

StepⅢ Ask the Ss to exchange their idea with their partners.

PartⅡListening

Pre-listening:

StepⅠ Help the Ss to understand some of the new words in the listening material.

1) Fire: Tom was always late for work. His boss got very angry and fired him. So Tom lost his job.

2) Generous: Li Ming is a very rich and famous. He always donates his money to the poor children and help them to set up schools. That is to say, he is very generous.

3) Nosy: If you ask more about somebody’s privacy, you will be very nosy.

StepⅡ Ask the Ss to read the instructions on Page10.

While-listening

Step Ⅰ First listening

Ask the Ss to look at the pictures and guess what happens in the interview and dialogue, and then the Ss will tick out the information they hear in the tape.

Step Ⅱ Second listening

Ask the Ss to listen to the tape once more and fill in the blanks given by the teacher. (The teacher will pick out the key information from the listening material.)

The teacher will give one question for the Ss to answer:

Why is Mr. Gray no longer working for the company?

Step Ⅲ Third listening

The teacher will ask the Ss to find out the difference about what happened in the listening material. (The teacher will give them a form to fill in.)

Post-reading

Ask the Ss to read the listening material and discuss question 4 on page10. After the Ss discuss the questions with their partners, the teacher will ask the Ss to find out the sentences they use when they show their opinions. (Group Work)

Period 2: Speaking

Teaching Aim:

To help the Ss learn how to show their expressions on how to make choices.

Teaching Aids: a tape recorder, multi-media

Teaching procedure:

Pre-Speaking

The teacher will have a review about how to show one’s opinion they learned on the listening period and help the Ss know something about newspaper (pictures):

1) What newspapers do you often read?

2) What is your favorite newspaper?

3) What are there in your favorite newspaper?

4) Do you know how a newspaper is made?

While-speaking

StepⅠAsk the Ss to read the material ( instructions and contents) on page 10 individually and try to find out five of the items they are going to report.

StepⅡ Ask the Ss to exchange their choices in pairs. Before they express their opinions, ask them to read the useful expressions (page11) first.

StepⅢ Ask the Ss to exchange their opinions in pairs. The teacher can list some adjectives to describe the new, for example: exciting, attractive, surprising, shocking, important and so on.

Sample:

I would rather choose China beat Brazil 2-1 in football. It must be a piece of exciting news for our Chinese, since Brazil is stronger than our Chinese in playing football. Our readers may want to know more about the progress that China has made during these years.

Post-speaking

Task: Suppose you are an editor of your school’s newspaper and you have got a lot of news from your school’s reporters. Now it is your turn to decide which news you are going to use. (Group Work)

Period 3 Reading

Teaching content: Behind the headlines

Teaching Aims:

To help the Ss understand the text completely;

To help the Ss improve their reading ability of getting information, making conclusions and getting the main idea;

To help the Ss know more about medias.

Teaching Aids: multi-media, a tape recorder

Teaching Procedure:

Pre-reading

Step Ⅰlead-in

The teacher will give the Ss several questions to answer:

1). Do you read newspapers every day?

2). Why do you read newspapers?

3). How and where do the journalists get information for the articles?

StepⅡ Ask the Ss to read the pre-reading questions and discuss them in groups.

StepⅢ Ask some of them to express their opinions.

While-reading

StepⅠFast reading

Ask the Ss to read the text quickly for the structure and main idea of the text:

1) The structure of the text is ________.

A. an article

B. an interview

C. a report

2) The main idea of the text is about _______.

A. Newspaper helps us understand the world.

B. Why people read newspapers.

C. The journalists’ work and how the news we read is made.

StepⅡ Second reading for detailed information

A: Read for difficult words and sentences in the text and then do the matching exercise:

Ex1: 1. switch A. stand

2. reflect B. present

3. adapt to C. change

4. tolerate D. overlook

5. ignore E. adjust, fit

Ex2: Dealing with difficult sentences:

1). The two reporters agreed to switch roles for one and be the interviewee rather than the interviewer on order to let us know about their work and how the news we read is made. (Para1)

Q1: Are the two reporters still interviewers this time?

Q2: Why they are interviewees this time?

Q3: How will you understand the word “switch” in the sentence? Can you use another word that has a similar meaning with “switch”

2). After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully. (Papa4)

A: The teacher will ask the Ss to change the sentence into simple sentences.

Sentence1: After the interview, the reporter must present the material in an organized way.

Sentence2: After the interview, the reporter must make sure that the article reflects events and opinions truthfully.

B. How do you understand the word “reflect” in the sentence?

C. Translate the sentence.

3). The result is a better understanding of the world on all sides, leading to a future world where all countries are respected and different views and opinions are tolerated. (Last Para)

1. What are the aims of TV program and other medias?

2. Translate the sentence into Chinese.

B: Read aloud.

Step Ⅲ Read the text carefully and do the questions and answers in pairs :

1) Who work for the newspaper?

2) What does an editor do?

3) What do reporters do?

4) What is the function of a feature story or of an article?

5) What does the media do?

Step Ⅳ Read after the tape.

Post-reading

StepⅠ Ask the Ss to do ex1-3 on page 12 in groups. (Group discussion)

StepⅡ Task:

Suppose you are reporter, you want to interview one or more famous football players. You want to ask them something about the Euro-cup. Prepare some questions and ask their opinions, for example:

1) Should Greek be the champion?

2) What do you think of your own performance?

3) What do you think of British’s performance?

4) Who do you think is the best player in this Euro-cup?

5) …

篇8：Unit 2 News Media语法:过去分词作定语(人教版高一英语上册教案教学设计)

Unit 2 News Media

Teacher: No. 12 High School 常贞

Teaching class: Class 6&7, Grade 2

Time:

Topic: grammar --- past participle used as attribute

Teaching aims:

1) Knowledge:

By the end of the class, students will be able to:

a) know the function, meaning and position of the past participle used as attribute;

b) know the differences between past participle and present participle used as attribute;

c) use past participle and present participle to make sentences.

2) Skill:

Students can understand and use past participle through observation.

Teaching method:

Discussion; brainstorming; task-based classroom activity

Teaching time: 40 minutes

Teaching aids: computer, worksheet, blackboard

Teaching procedures:

Ⅰ--- Past participle used as attribute

Step 1 --- single past participle used as attribute

Task 1--- read and observe

1. Show students a short passage and students read the passage to find out the past participles in the passage.

Dear editor:

Last Monday our class went on an organized trip to a forest to study the wildlife. We planned to have our picnic lunch in the forest next to a fallen tree, but the terrible smell given off by a polluted river made us feel sick. We searched the forest for the polluter, and found an unknown factory throwing waste into the river. We all think it is a serious problem and one solution suggested by all of our classmates is to close the factory as soon as possible. Thank you!

2. Students pick out proper phrases from the passage to fill in the blank.

a trip that was organized = _________________

a tree that had fallen = ___________________

a river that was polluted = ________________

a factory that was unknown = ________________

Task 2 --- Practice

1. Students practice using past participles in stead of attributive clauses to describe nouns.

the guns which was stolen = _________________

the dog that was lost = ____________________

the football team which was defeated = __________

the worker who has retired = __________________

the sun that has risen = _______________________

2, Students fill in the blanks to paraphrase the given sentences.

TV programms and printed articles help people in other countries learn about China.

TV programms and articles which ________ help people in other countries learn about China

The father of the saved boy thanked the policemen again and again.

The father of the boy who _______ thanked the policemen again and again.

The soldiers saw a wounded enemy near the river.

The soldiers saw a man who ________ near the river.

All the graduated students came back to school on Teachers’ Day.

All the student who __________ came back to school on Teachers’ Day.

Task 3 --- Summarize

-Function (功能) as attribute to modify noun

Meaning (意义) passive & have done

Position (位置) before noun

Task 4 --- Exercise

1) Yao Ming got married last month, and the ______ (marry) Yao Ming is satisfied with his present life.

2) Francis joined Rocket again, and the _______ (return) star is sure to help Rocket have a better result this year.

3) Zhang Ziyi acted in many foreign films, so she is a _______ (know) actress in the world.

4) An airplane of Thailand crashed several days ago, and the doctors are trying their best to save the ______ (injure) passengers.

Step 2 --- past participle phrases used as attribute

Task 5 --- read and observe

1) Students read the two sentences.

But the smell given off by a polluted river made us feel sick.

One solution suggested by all of our classmates is to close the factory.

2) Help students to find out the position of past participle phrase used as attribute by asking the following questions:

a) Do these past participles have the same position as we discussed just now?

b) Do we still use a single word to modify “smell” and “solution” in these two sentences?

c) What conclusion can you get?

Task 6 --- summarize

Function (功能) as attribute to modify noun

Meaning (意义) passive & have done

Position (位置) after noun

Task 7 --- practice

Ask the students to read the short articles form the Internet. And then try do answer teacher’s questions.

My View On Sport

To welcome the 2008 Olympic Games, people in Beijing are busy taking part in different kinds of sports. Though not interested about sports, I would like to share my views about it. We have PE Classes at our school, and our PE Classes are given by a nice guy named Jordan. We can have any outdoor games chosen and play them. My family considered me as quite a good athlete. I enjoy playing table tennis, badminton at school. I 'm not that well-taught at soccer or at basketball. That does not mean that I hate the games that my friends often play. In fact, I love those games. I like swimming and cycling. From my point of view they are the healthiest sports that are loved by school kids.

①Who gives us PE classes?

We have PE Classes ___________________________________

②Who considers me a good athlete?

I was a good athlete ___________________________________

③Do I hate the games that my friends play?

I didn’t hate the games _________________________________

④Who loves the sports I mentioned?

They are the healthiest sports ____________________________

Ⅱ--- Comparison

Step 1 --- passive or active

Task 8: Fill in blanks and observe

Our team _____ by Norway football team yesterday couldn’t take part in the semi-final.

Our team ___________ New Zealand football team won a position in the second round.

Many houses of he city ________________ were completely destroyed.

The typhoon __________________ last night destroyed many houses.

Summary:

Past participle --- passive

Present participle --- active

Task 9: Fill in blanks and observe

risen, rising, to rise

We can guess there is a sun to rise from the east.

We can see a rising sun in the picture.

We can see a risen sun in the picture.

discuss

The problem ________ at yesterday’s meeting was raised by the manager. But I think the problem ________ now is more important. If we can solve this one, other problems ___________ at tomorrow’s meeting will be easy to solve.

constructed, being constructed, to be constructed

2 years ago, when I was told that there was a new Olympic venue(场馆) __________ near my home, I felt very excited. From then on, I often went there to see the venue __________. Now the _____________ building has already been put into use.

Task 10 --- practice

Exercise 1: The 2008 Olympic Games is around the corner, and we have done a lot to prepare for it. Please finish the following exercise to describe what we have done, what we are doing and what we will do for the coming Olympic Games

work

1) We have many volunteers (志愿者)______________ for the preparation of the 2008 Olympic Games at present

2) We need more volunteers ___________________ for the 2008 Olympic Games.

build, Olympic venues(奥运场馆)

1) _____________________ have been put into use/are being tested.

2) _____________________ now will be completed in the near future/ will be used by athletes from different countries during Olympic Games.

new roads, construct

The ____________________ make our traffic __________________.

make our city ____________________.

The ____________________ now will be completed before the Olympic Games

now will ___________________________,

trees, plant

The ___________ make our city _________________________

make the air _________________________

The ___________ now will _______________________

will _______________________

Exercise 2:

Suppose you are a news reporter, and you need to write a report about how well we have prepared for the Olympic Games. In the passage, you need to explain what we have done and what we are doing for the coming Olympic Games from at least three aspects. And you should use participles as many as you can. The report begins like this:

The Olympic Games is coming and everything is going on as planned. ___________

_______________________________________________________________________

Blackboard arrangement

篇9：高二英语Unit2 news media 知识点总复习教案(人教版高二英语教案教学设计)

Section I 课前准备、听力、口语

1. Which of the news media above is the most reliable? 以上的新闻媒体中哪一种最可靠? (p.9 Warming Up Ex. 1)

reliable adj. 可信赖的；可依靠的；确定的 ① They are reliable friends. 他们是可信赖的朋友。② Is this product reliable? 这种产品的质量可靠吗? ③ Is the source of the information reliable? 那个消息的来源可靠吗?

【链接】 reliably adv. 可靠地；确实地 / reliability n. 可靠性；可信赖性 / rely vi. 依赖，依靠 (与on连用，相当于depend on) ① We can't rely on her for help. 我们不可指望她的帮助。② I rely on her to pay back the money. = I rely on her paying back the money. 我相信她会还钱。③ You may rely on it that he will come to meet you. 你放心好了，他会来接你的。

2. How do you know whether what you hear, see or read is true? 你怎么知道你听见、看见或读到的东西是不是真的? (p.9 Warming Up Ex. 3)

whether引起宾语从句，作know的宾语，what引起主语从句，作宾语从句的主语。

【辨析】what；which

(1) what相当于all that，the thing(s)that，the place that，the person that等，表示从不定数目或不定数量的事物中做出选择。(2) which表示从已知的、确定的范围中做出选择。(3) which可引导从句，而what则不可。① What shoes are you going to wear? 你要穿什么鞋? ② Which shoes shall I wear, the red ones or the brown ones? 我该穿哪双鞋，是红色的还是棕色的? ③ What train are you going by? (说话人只是询问火车的时间，而对可乘的火车没有任何概念) 你要乘几点的火车? ④ Which train are you going by? (说话人脑海里有几趟可乘的火车) 你要乘哪趟火车?

【注意】以下句子中常用what。① What season do you like best? 你最喜欢什么季节? ② What day of the week is today? 今天星期几?

3. The man was fired. 那人被开除了。(p.10 Listening 1)

fire的动词用法

(1) 解雇，开除 (=dismiss, 反义词: employ, take on)

The company fired him for not coming to work on time. 那公司因他不按时来上班而解雇了他。

(2) 点燃，燃烧 It is difficult to fire wet twigs. 湿的小树枝很难点燃。

(3) (以……为目标)发射(枪、弹等) He fired his gun at the big snake. 他开枪打那条大蛇。

(4) 激发(人、感情等)，使充满热情 The story fired his imagination. 这故事激发了他的想像力。

4. The man faced difficulties. 此人面对困难。(p.10 Listening 2)

1) face 的动词用法 (1) vt. & vi. 面对，面向 ① The building faces the park. 那座建筑物面对着公园。② -- How does this house face? -- It faces (to) the east. - 这房子面朝哪边? - 朝东边。(2) vt. 面临(困难等)，应付，面对；(危险、困难等)迫近① We must face our trouble and bear it. 我们必须正视我们的困难并勇于承受。② Such was the situation we were facing. 这就是我们面临的局势。③ Sooner or later he'll have to face being on his own. 迟早他将不得不面对只靠自己的局面。④ The difficulty that faces us today is one of supplying food to those in need. 我们今天面临的困难就是向急需的人提供食品。

【短语】be faced with 面临，面对 / face up to 面对；承担 / face the music 接受 (不愉快的后果或情况) ① I was faced with a new problem. 我面临一个新问题。② She couldn't face up to the fact that she was no longer young. 她无法面对自己不再年轻的事实。③ The boy was caught cheating in the examination and had to face the music. 那个男孩被发现考试作弊，不得不接受处罚。

2) difficulty表示“难，困难”时用作不可数名词，表示“难题，难事”时用作可数名词。如: ① I had great difficulty (in) doing the work. 我做那件工作感到很吃力。② She learned to speak French without difficulty. 她毫无困难地学会了讲法语。③ We will face many difficulties in the future. 将来我们要面临许多难题。

5. The man was generous. 此人很慷慨。(p.10 Listening 7)

generous adj. 慷慨的；大方的；宽容的；豁达的；丰富的，丰盛的 ① Your uncle is very generous to buy you that car for your birthday. 你叔叔真慷慨，买那部汽车祝贺你的生日。② He is generous with his money. 他出手大

方。③ It was very generous of you to forgive her. 你能原谅她实在是够宽容的。④ He gave me a generous lunch. 他请我吃了一顿丰盛的午餐。⑤ There will be a generous harvest this year. 今年会有大丰收。

【链接】generously adv. 慷慨地; generosity n. 慷慨大方

6. Below is a list of ten things that happened today. 以下列出了今天发生的十件事。(p.10 Speaking 第1行)

本句为倒装句，正常语序应为：A list of ten things...is below. below 看作副词，表示方位。当表示方位的状语或表语位于句首时，句子采用全部倒装的结构，即把谓语动词的所有组成部分都移到主语之前这类作状语或表语的词常见的有：away，down，in，off，out，over，up，above，below，here，there 及介词短语与分词。如：① To the list may be added the following names. 在这个名单上还可以添上下列人员。② Here is a seat for you. 这儿有你的一个座位。③ There goes the bell! 铃响了。④ The door opened and in came Mr. Smith. 门开了，史密斯先生走了进来。⑤ Away ran the prisoner. 这犯人跑了。⑥ In the front of the lecture hall sits a professor. 报告厅的前面坐着一位教授。⑦ Written on the blackboard are the names of those who were late yesterday. 黑板上写着昨天迟到的人的名字。⑧ Sitting in the front are the leaders of our school. 前面就坐的是我们学校的领导。

【注意】如果作主语的是人称代词，则不用倒装。如：① In he came and the lesson began. 他走进来开始上课。② Here he comes. 他来了。

7. Food prices are going up. 食品价格在上涨。(p.10 Speaking)

go up 此处相当于rise，increase，意为“上升，增长，提高”。如: ① The temperature has gone up. 温度上升了。② The goods have gone up in quality, but have not gone up in price. 这些货物的质量提高了，可是价格没提。

【拓展】go up 还可意为“上升，攀登；向(河的等)上游而去，沿(街)而去；响起，被听见；被炸毁”。如: ① The lift went up to the fourth floor. 电梯升到了四楼。② There is a path going up to the mountain top. 有条小路通到山顶。③ The boat was going up the river. 船正在河上逆流而上。④ The children were going up the street. 孩子们正沿着街走去。⑤ A cheer went up in the hall. 大厅里响起一阵欢呼声。⑥ The enemy gas tank received a direct hit and went up in a huge explosion. 敌人的汽油库遭到直接命中，在剧烈的爆炸声中被毁掉。

8. Two men robbed a bank in Shanghai. 两个人抢劫了上海的一家银行。(p.10 Speaking)

rob 意为“抢，抢劫”，用于如下结构: rob sb. / a place (of sth.) 从某人／某地抢走 (某物) ① They robbed her of all her money. 他们抢走了她所有的钱。② She was robbed of her necklace. 她的项链被抢走了。③ Thieves robbed the bank of thousands of dollars. 小偷们抢了银行数千美元。

【辨析】rob；steal；pick

rob用于rob sb. / a place of sth. 的结构。 steal用于steal sth. (偷某物)。 pick用于pick one's pocket(掏腰包)的固定搭配。

【提示】rob sb. / a place of sth. 在变为被动结构时，只能说：Sb. / A place is robbed of sth.，不能说：Sth. is robbed。

9. A house in your town burned down. Nobody was injured. 你所在的城镇里有一所房子烧毁了。没有人受伤。(p.10 Speaking)

burn down意为“烧毁；使烧毁”。如: ① The woodshed was burnt down in half an hour. 半个小时小木屋就烧毁了。② These houses were burnt down (to the ground)by the enemy. 这些房子被敌人烧毁了。

【拓展】burn down 也可表示“由于燃料烧尽而火力渐弱”。The fire is burning down，get some more coal please. 火力在减弱，请再拿些煤来。

【比较】burn up 意为“烧尽，烧光”“(火，炉等)烧起

来，旺起来”。如: ① He threw the letter into the stove and it burnt up in a few seconds. 他把信丢进炉子，几秒钟时间信就烧掉了。② Put some wood on the fire and make it

burn up. 添些木柴把火烧旺。

【提示】burn down 强调破坏性，burn up 强调动作的

结果。

【辨析】injure；wound；hurt；harm；destroy；damage

(1) injure指意外伤害或事故造成的伤害，有危及功能和发展之意。Several children were injured in the accident.好几个孩子在那次事故中受伤。

(2) wound一般指刀伤、枪伤、战场上受伤，也可指对感情的伤害。① He got wounded in the battle. 他在战斗中受伤。② Her words wounded him badly. 她的话严重伤害了他。

(3) hurt指精神或肉体上的“创伤，伤害”，作不及物动词时，意为“疼”，其过去分词不能作定语。① His words hurt me / my feelings. 他的话伤了我／我的感情。② He fell and hurt his leg. 他掉下来伤了腿。③ My shoes are s0 tight that my feet hurt. 鞋太紧，我的脚疼。

(4) harm一般指伤害有生命的东西，常指伤及一个人的健康、权利、事业等。① Smoking seriously harmed his health. 吸烟严重损害了他的健康。② They had their hearing harmed by the loud noise of machines. 他们的听力被机器的巨大噪音所损害。

(5) destroy指通过某种有力的或粗暴的手段使之毁灭或无用，一般不能或很难修复，有时可用于比喻意义。① The earthquake destroyed the whole city. 地震毁了整个城市。② All his hopes were destroyed by her letter of refusal. 他所有的希望都被她的拒绝信毁了。

(6) damage主要指对价值和功能的破坏，多用于无生命的东西，一般还可修复。① Her heart was slightly damaged as a result of the disease. 由于生病，她的心脏轻微受损。② They managed to repair the house that had been damaged. 他们设法修复了受到破坏的房屋。

【注意】wound与injure可构成如下形式: the wounded 伤员; twenty wounded 二十个伤员; the injured (因事故造成的) 受伤者

Section Ⅱ 阅读

10. Experienced editors and reporters make informed decisions about what events to report, how to report them. 有经验的编辑和记者对于该报道什么事件，如何报道做出明智的决定。(p.11 Reading第一段第1行)

informed adj. 明智的；有知识的；了解情况的 ① He is a well-informed man. 他是个消息灵通的人。② You should keep us informed whenever you are in trouble. 一有麻烦你就应该告知我们。

【链接】inform 的用法: inform sb. of sth. 告知某人某事; inform sb. that / wh... 告知某人…; inform sb. + 疑问词 + 不定式; ① I informed her mother of her safe arrival. 我通知她母亲她已平安到达。② We were informed that a big fire had broken out in the next town. 我们获知邻镇发生大火灾。③ His letter informed us how and when he was expected to arrive in Beijing. 他的来信通知了我们他预定来北京的时间和搭乘的交通工具。④ He will inform us where to go. 他会告知我们该去什么地方。

11. They also make sere that readers can relate to the stories. 他们还确保读者能与报道内容相关。(p.11 Reading 第一段第2行)

relate vi. & vt. (和……)相关；涉及；把……与……关联起来 ① How on earth do his remarks relate to what we are discussing now? 他的评论和我们现在讨论的事究竟有什么关系呢? ② I think we may relate these two acci- dents to his carelessness. 我们可以把这两个事故与他的疏忽联系起来。③ The two men just can't relate to each other. 那两个人怎么也合不来。

【注意】relate常与to搭配。

【链接】related adj. 有关系的, 相关的；亲戚的 / relation n.关系; 亲戚 / relative adj. 相关的，关于……的; n.亲戚

12. The two reporters agreed to switch roles for once and be the interviewees rather than interviewers in order to let us know about their work and how the news we read is made. 为了让我们了解他们的工作以及我们读到的新闻是如何制作与写作的，两位记者同意转换一次角色，充当被采访者而不是采访者。(p.11 Reading第一段第4行)

(1) for once = just for once = for this once = this once 就这(那)一次 ① For once you are right. 只有这一次你是对的。② For once, at least, it's not my fault. 起码这一次不是我的错。③ Do let me stay up later tonight, mummy - just for this once. 就让我今晚上晚睡吧，妈妈 - 就这一次。

【链接】all at once 突然；同时 / once and for all 永远的；一劳永逸的 / once in a while 偶尔 / once more (again) 再一次 / once upon a time 从前(用于开始讲故事)

【比较】 once 意为“一次；曾经一度”。① I will help you once but then you must do it by yourself. 我会帮你一次以后你必须自己做。② We once lived in San Francisco. 我们曾在旧金山住过。

(2) rather than 此处相当于and not，意为“而不是”。如: ① The colour seems green rather than blue. 颜色好像是绿色，而不是蓝色。② They were screaming rather than singing. 他们在尖叫，而不是在唱歌。③ It is better to ask for help at the beginning rather than to wait until a busy period when everyone is rushed off their feet. 最好在开始工作时就去请求帮助，而不要等到大家都忙得不可开交时，再去找人帮忙。④ She telephoned rather than wrote. 她打了电话而没写信。

【注意】rather than连接并列结构

【提示】rather than 连接两个主语时，谓语动词的单复数与前一个保持一致。He rather than you is to blame. 是他而不是你该受到责备。

【拓展】rather than 还可用于以下情况：

(1) 表示两种说法的正确程度，意为“与其说，倒不如说”。He is an artist rather than a philosopher. 与其说他是位哲学家，不如说他是位艺术家。

(2) 表示主观上选择。主句表示喜欢做的事(主句中常含有would，prefer，like等)，rather than部分则表示不喜欢做的事。① I would die with my head high rather than live with knees bent. 我宁愿昂着头死，也不愿跪着生。② Rather than go there I'd prefer to stay here on my own. 我宁愿自己呆在这里，也不去那里。

13. For long and important articles, for example, a feature story, the editor will tell me how I should develop the story. 对于重要的长篇文章，例如一个特别报导，编辑会告诉我该如何阐述。(p.11 Reading ‘Zhu Lin’ 第3行)

develop 在本句中意为“阐述、详述”，也可翻译为“(逐步)展开”。① We should develop our argument point by point. 我们应该逐步展开论点。② Please try to develop the idea more fully. 请将该意见更详细地说明一下。

【拓展】develop 还可意为“发展、开发、养成、揭露、显示、冲洗”等。① His business developed quickly. 他的事业迅速发展起来。② We need to develop solar energy even further. 我们需要进一步开发太阳能。③ I developed the habit of eating between meals. 我养成了吃零食的习惯。④ His investigation developed several new facts. 他的调查揭露了若干新的事实。⑤ Please develop these films immediately. 请马上冲洗这些胶卷。

14. After the interview，the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully. 采访以后，记者必须有条理地呈现材料，并确保所写的文章真实地反映事件及看法。(p.11 Reading ‘Chen Ying’第5行)

(1) present vt. 呈现；描述；介绍；赠送 ① The mayor presented the prizes in person. 市长亲自颁奖。② The principal presented a diploma to each of the graduates. = The principal presented each of the graduates with a diploma. 校长把毕业证书授予每一位毕业生。③ I presented the letter of introduction to the receptionist. 我把介绍信呈给接待员。④ The forced agreement will present problems later. 那项强制达成的协议日后将会发生问题。⑤ They presented flowers to their teacher. 他们给老师送了鲜花。

【链接】present adj. 在场的，出席 n. 礼物 / presence n. 在场，出席

(2) reflect vt. 反映；表现；反射；映出；反省 (vi.) ① Her severe look reflected how she really felt. 她那冷峻的神情反映出她心中的真正感受。② The letter reflected her sorrow. 那封信显露出她的悲伤。③ Her face was reflected in the mirror. 她的脸映现在镜子中。④ Mirrors reflect light. 镜子能反射光线。⑤ Please reflect on the matter. 请仔细考虑那件事。⑥ I reflected on possible reasons for my failure. 我仔细考虑导致我失败的种种可能原因。

【链接】reflection n. 反射；反映；思考，沉思 / reflective adj. 反射的；反映的；沉思的

15. My favourite article is one I wrote about the efforts to bring stolen cultural relics back to China. 我最喜欢的文章是我写的一篇关于如何努力把被盗文物带回中国。(p.11 Reading ‘Chen Ying’ 倒数第1行)

(1) one 在句中作表语，起替代作用，以避免重复。如替代的名词为复数，则用复数形式的替代词ones。

① I haven't a pen. Can you lend me one? 我没带钢笔，你能借给我一支吗? ② I didn't buy a calculator. They only had expensive ones．我没买计算器，他们只有贵的。

【注意】以上例句中的one替代的是泛指概念的名词，若替代特指概念的名词。则用the one或the ones。① Don't tie it to that old branch. I think it will break. Tie it to the one on the right. 别把它绑在那根老树上，我想它会断的。把它绑在右边的树枝上。② My shoes are similar to the ones you had on yesterday. 我的鞋子与你昨天穿的相似。

【提示】one 只能指代可数名词，若指代不可数名词则用that。The weather today is warmer than that yesterday. 今天的天气比昨天的暖和。

(2) effort [U, C] 努力；艰难的尝试；努力的成果 ① He did it without effort. 他毫不费力地做完那件事。② Getting a high grade requires great effort. 要取得高分需要非常努力。③ All my efforts were in vain. 我的努力全都白费了。

【短语】make an effort 努力，尽力 / spare no effort 不遗余力

16. I like the story because it was the first time that I had written with real passion and because it made me realise that everyone's life is different. 我喜欢这个故事，因为那是我第一次怀着真正的激情写作，也因为它使我意识到每个人的生活都是不同的。(p.12 Reading ‘Zhu Lin’ 第3行)

it was the first time (that)…是固定句式，it也可换成 this 或 that；first 也可换成 second，third 等以表达不同的意义。如: ① This is the fourth time she's rung you in a week. 这是她一周内第四次给你打电话。② It was the second time that he had been out with her alone. 这是第二次他单独跟她外出。

【注意】该句式的that从句中通常用完成时态，在描述过去的事情时，有时用一般过去时。

【提示】当主句为将来时态时，从句的谓语动词要用

现在完成时。① It will be the first time that I haven't been

abroad. 这将是我第一次不呆在国外。② This will be the first time that I have visited China. 这将是我第一次访问中国。

【拓展】the first time 可起从属连词的作用，引起时间状语从句。① The first time (that) I saw her, my heart stopped. 我第一次见到她时，心脏都停止了跳动。② The first time I went to Beijing, I visited the Summer Palace. 我第一次去北京时，游览了颐和园。

17. I want to write about people who you seldom read about, for example people who have AIDS or who are addicted to drugs. 我想写一下那些你很少读过其情况的人，例如患艾滋病或染有毒瘾的人。(p.12 Reading ‘Chen Ying’ 第1行)

(1) read about 意为“读关于……的文章，获悉”。如: ① I read about the accident in the newspaper. 我从报纸上获悉那次事故。② I know it's true, because I read about it in the official report. 我知道那是真的，因为我在官方报告中读过有关它的文章。

【比较】read表示“读，看”，后接读的内容，也可表示“理解，看懂”。① I read a good article in today's paper. 我在今天的报纸上读了一篇好文章。② She could read his thoughts. 她能看出他的心思。③ You can read a guy's character at the first glance. 你第一眼就能看出一个人的性格。④ Silence must not always be read as consent. 不能总是把沉默理解为同意。

【提示】write，tell，know，hear，ask等都存在类似用法上的区别。

(2) addict vt. 使沉溺；使人迷；使醉心 (常用于被动结构be addicted to) ① Don't addict yourself to such foolish things. 不要沉溺于这些愚蠢的事情。② Many students are addicted to computer games. 许多学生迷恋计算机游戏。

18. Their stories must be told if we want to solve difficult social problems and help those who suffer from them. 我们要想解决社会难题并帮助那些为难题所困的人们，就必须把他们的情况说出来。(p.12 Reading ‘Chen Ying’ 第3行)

suffer vi. 受痛苦，受苦难 ① The injured man was still suffering. 那位受伤的男子还在遭受折磨。② His health suffered terribly from heavy drinking. 他的健康因酗酒而严重受损。

【短语】suffer from 苦于……，患……病 ① This area used to suffer from floods. 这一地区过去常遭水灾。② She often suffers from headaches. 她经常头痛。

【拓展】suffer用作及物动词时，意为“遭受，蒙受”。① The city suffered serious damage from the earthquake. 那个城市因地震而遭到严重破坏。② The economy of that country has suffered a great loss. 那个国家的经济蒙受了重大损失。

19. We shouldn't ignore what happens even if it is difficult for people to accept some stories. 即使人们很难接受某些报导，我们也不应当不顾发生的事实。(p.12 Reading ‘Chen Ying’ 第4行)

(1) ignore vt. 忽视；不顾；对……装作不知道 ① He ignored my advice. 他忽视了我的忠告。② The driver ignored the traffic light. 那个司机不理会红绿灯。

【链接】ignorance n. 无知；不学无术；不知道 / ignorant adj. 无知的；不学无术的；无教养的

(2) even if (=even though) 即使，纵然 ① Even if I have to sell my house, I'll keep my business going. 即使要卖掉我的房子，我还要继续我的事业。② Even if he is poor, she loves him. 即使他很穷，她还是爱他。

【比较】though意为“尽管”，常用于陈述事实。如: ① Though he is poor, he is satisfied with his situation. 尽管他很穷，但他对他的境况是满意的。② Her first name was Rose, though no one called her that. 她的名字是罗斯，不过没有人这么称呼她。

【链接】 as if (= as though) 好像He treats me as if I were a stranger. 他对待我好像对待陌生人似的。

20. The media can often help solve problems and draw attention to situations where help is needed. 媒体能经常帮助解决问题，关注需要帮助的局面。(p.12 Reading ‘Chen Ying’ 第二段第1行)

(1) draw attention to 对……加以注意，把注意力吸引到……上来。① Her cry drew our attention to the running car. 她的喊叫声把我们的注意力吸引到那辆行驶的汽车上。② He drew attention to the rising unemployment. 失业率日渐升高引起他的注意。

【提示】draw one's attention 中的draw也可换成catch或attract。Her sweet voice attracted / caught / drew our attention. 她甜美的声音引起了我们的注意。

【拓展】 pay attention to 注意; devote one's attention to 专心于; call attention to 唤起对……的注意; turn attention to 将注意力转向……; fix one's attention on 将注意力集中于……① You should pay attention to doing the experiment. 做这个实验你必须多加注意。② Lenin devoted much attention to training party leaders from among the workers. 列宁很注意从工人当中培养党的领导人。③ Before close I must call your attention to a problem we have to face. 在结束前，我必须让你们注意一个我们必须面对的问题。④ During the year, the government turned its attention to improving agriculture. 这一年，政府把注意力转向改善农业上。⑤ You must fix your attention on what the teacher is saying. 你必须集中注意力听讲。

【注意】以上短语中的to都是介词，后面不用动词原形。

(2) situations 后面由 where 引起了定语从句，表示处于某种局面或形势下。where引起的定语从句除修饰地点外，也可修饰situation，case，point等。

21. The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated. 结果就是在各方面对世界有更好的理解，从而产生一个来自各国的人民都受到尊重、不同观点与意见都能容忍的未来世界。(p.12 Reading ‘Chen Ying’ 第二段倒数第3行)

(1) understanding 用作不可数名词，有时与不定冠词连用，意为“理解，了解；理解力；共识” 等。如: ①He has a clear understanding of the situation. 他对情况了解得很清楚。② The problem is beyond my understanding. 这个问题超过了我的理解力。③ We have reached an understanding with them. 我们跟他们达成了共识。

(2) on all sides (=on every side) 在各方面，到处 ① On all sides there was great enthusiasm over his speech. 对他的演讲各方面都抱有极大的热情。② On every side we have heard approval of his plan. 我们到处听到对他的计划的赞同。

【拓展】from all sides 从四面八方 / on one's side 在某人一边，支持某人 / take sides(with) 偏向一边，站在……一边 / side by side 肩并肩

(3) leading to... 为状语，表示结果。① The child slipped and fell down, hitting his head against the door. 那孩子滑了一跤，头碰到了门上。② Fifteen million trees had been blown down by the high winds, blocking roads, paths and railway lines. 大风刮倒了1,500万棵树，阻塞了大小道路和铁路线。

【注意】现在分词作结果状语时表示必然的结果，而不定式作状语表示出乎意料的结果。One day 1 went shopping and came back to find my front wheel missing. 有一天我去买东西，回来时发现我的车前轮不见了。

Section III 词汇、语法、综合技能

22. Nine out of ten housewives who were interviewed about the product said they liked it. 关于这种产品，在接受采访的家庭主妇中十分之九的都说喜欢。(p.14 Grammar Ex.3 No.3)

out of 意为“从(某个数)之中”，也可换成in。如: ① Choose one out of these ten. 从这十个当中选择一个。② He is safe from danger (in) nine cases out of ten. 十之八九他是安全的。

【拓展】 out of 还可表示如下意义：(1) 从…的内部，从……到外 Don't look out of the window. 不要向窗外看。(2) 在……的范围外 ① He is out of sight. 他在看不到的地方。② He lives a few miles out of the city. 他住在离市区数英里之外的地方。(3) 因……原因，出于I did it for her out of friendship. 我出于友好为她做那事。(4) (状态)从……离开 ① Your coat is out of fashion. 你的外套过时了。② The riot is out of control. 暴动已经失控。

23. And I like the way the fans look up to them. 而且我很喜欢球迷们对他们表达敬意的方式。(p.14 Grammar Ex.5 第二段第3行)

(1) the way后面的句子是定语从句，此处省略了引导词that或in which，它们在从句中作状语。

(2) look up to 意为“尊敬，钦佩”，相当于admire，respect。① We look up to the old worker as our teacher. 我们把这位老工人尊为我们的老师。② This old man is looked up to by everybody. 这位老干部受到众人的尊敬。

24. Out many of them still think soccer is boring. 但他们许多人认为足球很无聊。(p.14 Grammar Ex.5 第二段倒数第1行)

bore vt. 烦扰，使厌烦 ① The long speech bored us all. 那冗长的演讲使我们都感到厌烦。② Are you bored with my story? 我的话使你感到厌烦吗? ③ He always bores her with the same story. (= by telling...) 他总是重复同样的故事，使她觉得厌烦。

【注意】bore通常跟with连用。

【比较】boring 令人厌烦的; bored 感到厌烦的

25. Americans will fall in love with this game too. 美国人也会爱上这种运动。(p.14 Grammar Ex.5 第三段第2行)

fall in love with 爱上……(表动作，不延续) ① I fell in love with her at first sight. 我对她一见钟情。② She fell in love with the house as soon as she saw it. 一见到那所房子她就喜欢上了。

【比较】be in love (with) 意为“相爱，喜欢”，表示延续状态。① He had never been in love before. 他以前从没恋爱过。② If you're really in love with art, you don't mind hard work. 如果你真的喜欢艺术．你就不会介意吃苦。

26. A small group of fewer than a hundred people caused trouble for workers at our city's most successful company today. 不足一百人的一小群人今天在我们市办事办得最成功的公司给工人造成了麻烦。(p.15 Integrating Skills 第一图第1行)

(1) fewer than 少于，不足(修饰复数名词)

【链接】less than少于，不足(修饰不可数名词) ; more than多于，超过(修饰复数名词或不可数名词)

(2) cause trouble (for) (给……)带来麻烦或烦恼

【链接】ask / look for trouble 自找麻烦，自寻烦恼; be in trouble 处于困境，有麻烦; get into trouble 陷于困境; make trouble 惹麻烦; put a person to trouble 给某人添麻烦; take trouble to do 费神做……，不辞劳苦地做

27. Brave and strong, the activists talked to workers outside the factory and left a positive message about protecting the earth. 勇敢而又强壮的行动者在工厂外与工人们进行了交谈并留下了有关保护地球的积极性宣言。(p.15 Integrating Skills 第二图第3行)

brave and strong 是形容词作方式状语。再如: Stone- faced, the captain ordered to reduce speed. 船长面无表情地下达了减速的命令。

【拓展】形容词或形容词短语还可在句中充当以下状

语成分。

(1) 原因状语 Too nervous to reply, he stared at the floor. 他紧张地不能回答，只是凝视着地板。

(2) 时间状语 Ripe, these apples are sweet. 这些苹果熟了的时候是很甜的。

(3) 条件状语 Fresh from the oven，rolls are delicious. 面包卷如果是刚出炉的。则会很香。

(4) 句子状语(对句子内容加以评注) ①Strange to say，he did pass his exam after all. 说来奇怪，他竟然通过了考试。② More important，he's got a steady job. 更重要的是，他得到了一份稳定的工作。

28. Do your supporting sentences focus on the main idea? 你那些提供证据的句子是针对主题思想的吗? (p.16 Tips 第3点行)

focus vt. & vi. 集中(注意、关心)于……，集中注意力(与on连用) ① We must focus our attention on urgent problems. 我们必须把注意力集中在紧迫的问题上。② All eyes were focused on him. 所有目光都集中到他身上。③ He found it hard to focus on one thing for longer than five minutes. 他发现很难集中注意一件事在5分钟以上。

【链接】focus 也可用作名词，意为“焦距；(兴趣、活动等的)中心”。① Please adjust the focus of the telescope. 请调节望远镜的焦距。② He is the focus of attention. 他是人们注意的焦点。

【单元语法】

1. 过去分词作定语和表语

1) 过去分词作定语单个过去分词作定语时常放在被修饰词前，过去分词短语作定语时应放在被修饰词之后。

如: ① I bought some painted chairs. 我买了几把油漆好的椅子。② Everybody attended the meeting held last week. 所有的人都参加了上星期举行的会议。

【注意】

(1) 过去分词修饰something，everything，anything，nothing，somebody，nobody等不定代词或不定代词those时，要放在这些词的后面。① He is one of those invited. 他是那些被邀请的人之一。② Nothing reported (in the newspaper) interested him. 报纸上报导的事没有一样让他感兴趣。

(2)单个的过去分词有时置于名词后作定语。如: The experience gained is very useful. 获取的经验很有用。

(3) 有些过去分词作前置定语与后置定语时意义不同。如: in the given time 在既定的时间内; with the words given 用所给的单词; a wanted person 被通缉的人; workers wanted 招聘工人; a concerned look 关切的神情; the people concerned 有关人士

2)过去分词作表语 ① She looks worried. 她看上去忧心忡忡。② Your article is well written. 你的文章写得很好。

【辨析】过去分词作表语与被动语态的区别。

(1) 用作表语的过去分词，被动意味很弱，主要表示动作的完成和状态，此时相当于一个形容词。如：① The glass is broken. 玻璃破了。② Our classroom is crowded. 我们的教室很拥挤。

(2)被动语态的过去分词，动作意味很强，句子主语为动作的承受者，后常跟by短语。如：① The glass was broken by Jack. 玻璃是杰克打破的。② The windows were closed by Tom last night. 昨天夜里是汤姆关的窗。

【拓展】表示感觉的一些过去分词 (如surprised，disappointed，excited，pleased等)及其他一些 (如dressed，drunk，devoted，lost，known，married， recovered，separated等)过去分词可常用作表语，表示状态，其中有些只表示状态，毫无被动意味。如：① I found that I was lost. 我发现我迷了路。② Those days are past and gone. 那些日子一去不复返了。③ He is dead drunk. 他喝得烂醉。④ The patient is perfectly recovered from his illness. 病人已完全康复。

【注意】过去分词作表语时，系动词除be外，也可用get，become等表示动作，不能延续。如: ① They have been married for five years. 他们结婚五年了。② They got married five years ago. 他们五年前结的婚。

篇10：Unit 2[英语全程教学](人教版高二)

作者：虞晓辉作者单位：无简介：高二英语教材

Unit 2[英语全程教学]

包含：单词学习（游戏、背诵等）、

习题精练（单选题、改错题等）、

语法学习（精心整理的）

作文练习等

篇11：高二 Unit 2 Useful expressions and Structures(人教版高二英语上册教案教学设计)

be different from a critical reader rob sb of sth.

give reasons for burn down move into

experienced editors make informed decisions talented journalists

discuss sth with sb a feature story give sb some suggestions

adapt to her new life explore the mysteries in life spiritual fulfillment

in an organized way reflect events and opinions truthfully

bring stolen cultural relics back both Chinese and international experts in the field

be addicted to drugs/ alcohol/ tobacco be addicted to good books

carefully written articles printed articles make a public speech on TV

current affairs be fluent in? tolerate heat/pain/noise

solve social problems draw attention to on the Internet

nine out of ten women be located in look up to?br>look down upon get noticed be armed with

a medical conference read online newspapers glance through/over sth

be picky about sth be responsible for inform sb of sth

our unexpected interview at such a young age on purpose

get a Master抯 degree a well-informed person a badly printed book

a well-written composition a newly revised English textbook run around

well-educated citizens a recently updated website/source similar?n

a newly-built house the newly elected president responsible?n

Structures

1.Below is a list of ten things that happened today.

2.There抯 a rumour that a large company wants to build a factory in your city.

3.Food prices are going up.

4.1)They also make sure that readers can relate to the stories. (relate to sth)

2)Some adults can抰 relate to children. (relate to sb.)

3)I think we may relate these two accidents to his carelessness. (relate卼o)

5.The two reporters agreed to switch roles for once.

6.The editor抯 job is to keep the newspaper balanced and interesting to the readers.

7.A reporter begins by contacting the people to be interviewed and then prepares questions.

8.It was the first time that I had written with real passion.

9.For a reporter, the basic task is to report an event truthfully.

10.We shouldn抰 ignore what happens even if it is difficult for people to accept some stories.

11.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.

12.I抦 all the more surprised because their women抯 team does really well.

13.1)More than ninety responsible and caring citizens made their voices heard today.

2)Our newspaper represents the voice of the people.

14.Brave and strong, the activists talked to workers outside the factory.

15.He is most concerned with current affairs.

篇12：高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)

课时 6-1 备课人万兴安授课时间 2004.12

教学目标 1. Learn something about volcano through reading.

2. The students can use what they have learned to describe volcanoes.

3. The students realize that human beings can overcome any hardship.

4. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text well.

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a computer, a tape recorder & a projector, some slides.

预习要求 Read new words in Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Warming up

Questions:

1. What’s the weather like today?

2. Do you often care about the weather?

3. How do you hear about it?

4. Have you ever heard of typhoon?

5. What words can you think of to describe the typhoon weather?

6. What will you feel in such kind of weather?

7. What about the hurricane? Have you ever heard about it?

8. What about volcano?

9. How is a volcano formed?

10. Where is the most possible place that a volcano may erupt?

11. Do you know how a volcano works, if you do, describe it?

Step 2 Pre reading

Show a picture

(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).

Show another.

(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)

Step 3 While reading

Q5: heavy wind (blow hard) storm (show a picture of stormy weather.)

roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)

Q9: 1). Show a video about the eruption of a volcano.

2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.

Task 1 Skim the text and answer the following questions.

Q1: What is described in the following passage?

Q2: When and where did it happen?

Q3: Who is the writer of the letter?

Task 2 Decide whether the sentences are true or false.

1. A volcano erupted on the 24th of August in 79 BC in southern Italy.

2. My uncle planned to save his friend’s wife Rectina.

3. My uncle went to rescue Pompy after saving Rectina. 4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

5. They decided to try the open air instead of staying in the house. 6. It was night when the volcano erupted.

Task 4 Scan the text & fill in the following form.

Task 5 Arrange the following statements according to the right order.

1. He decided to rescue his friend Pompy.

2. Some people watched an unusual cloud rising from a mountain. 3. Rectina begged him to save her.

4. He ordered a boat made ready.

5. Two slaves helped him stand up and immediately he fell down dead. 6. He bathed and had dinner.

7. A rain of rocks was coming down.

Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, they

Homework.

1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.

2. Refer to the website to know more about the volcano.

www.fsyz.com.cn/yanjiu/gta

www.cpus.gov.cn/zlg/huoshan

Ss answer:

The eruption of the volcano called Mount Vesuvius.

On the 24th of August in 79 AD in southern Italy.

Pliny, the younger.

Check answers: 3T,5T

Ss read the text again and rearrange the order：

2431675

Check answers:

it: a cloud of unusual size and shape rising from a mountain

the one: the wind

the other: my uncle’s friend Pompy

their: flames

They: scared people

Ss finish their homework.

课题 SEFCB2Unit 10 课时 6-2 备课人万兴安授课时间 2004.12

教学目标 1. The students can use what they have learned to describe volcanoes.

2. The students realize that human beings can overcome any hardship.

3. The students will improve the ability to solve problems.

教学重点 1.Try to master the useful new words & expressions in this period.

2.Understand the text further

教学难点 1.How to use the new words & expressions correctly.

2.To understand the reading materials of similar topics.

教、学具 a tape recorder , a projector, some slides.

预习要求 Read the text of Unit 10.

教师活动内容、方式学生活动内容、方式旁注

Step 1 Go over the text

Get Ss to listen to the recording of the text.

Step 2 Revision

Check their homework

Step 3 Post reading

Task 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.

Task 2 Further understanding

1. How does nature form a danger to people in the world and how can science help reduce that threat?

2. What’s the relation between human beings and nature?

3. What should we do to protect the environment that we live in?

5R policy.

Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.

Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.

Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the text

Check their most enjoyable sentences in the text. Get some of them to recite some of the sentences.

Answer:

1. He wrote a report about all he observed during his trip.

2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.

3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.

1. Reduce: Reduce the amount of waste by every possible means.

2. Reuse: Reuse the useful things before getting rid of them.

3. Recycle: Recycle the waste things if possible.

Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.

Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.

Step 4. Language points.

1. draw one’s attention to sth. 吸引某人的注意力

eg. She drew my attention to a mistake in the report.

catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to

2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.

3. urge 催促, 极力主张; 强烈要求

eg. The U.S.A urged Iraq to give up.

4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…

5. bath n. 洗澡；浴缸

bathe v. 洗澡

6. He looked more asleep than dead.

eg. The pig looks more lovely than stupid.

eg. The boy looks more stupid than angry.

Step 5 Homework

Finish Exercise 2 at Page 77 in SB..

Bb design:

4. Recover: Make use of good parts while getting rid of the bad ones.

5. Repair: Repair the broken things.

Ss listen and take notes when necessary.

Finish the homework

Check answers next time.

课题 SEFCB2Unit 10 课时 6-3 备课人万兴安授课时间 2004.12

教学目标 1) Understand the listening text in the workbook.

2) The Ss can express emotion, anxiety and fear properly.

3) Know more about typhoon.

教学重点 To master the useful new words and expressions.

教学难点 How to use what the students have learned to describe a nature disaster.

教、学具 a computer, a projector & a tape recorder

预习要求 Nothing but to read the new words.

教师活动内容、方式学生活动内容、方式旁注

Step1 Revision

Check homework.

篇13：高二unit 6知识点教案(人教版高二英语上册教案教学设计)

1. What will life be like in the future? 未来的生活是什么样子？

in the future相当于in time yet to come，意为“将来”，指较长的将来一段时间。

Who knows what will happen in the future? 谁知道将来会发生什么事？

I'd like to be a teacher in the future. 将来我想当一名教师。

(1) in future 相当于from now on，意为“今后；以后”，常指离现在较近的一段将来时间。

Don't do that in future. 以后别再干那种事了。

Be more careful with your spelling in future. 今后多注意你的拼写。

(2) for the future表示“为将来”，在句中作定语或状语。

We'd better lay up some money for the future. 我们最好为将来攒一些钱。

It's necessary to plan for the future. 对未来进行规划是有必要的。

用上述短语填空：

①Could you be more careful ____ ? ②I'm sure at some point ____ I'll want a baby.

(Keys: ①in future ②in the future)

2. make predictions/ forecasts about对…进行预测 make a weather forecast for tomorrow预报明天的天气

Pre-reading

3. What will the future be like in general? 将来整体上是什么样子？

in general是介词短语，意为“一般地”、“大体上”、“大都”，在句中作状语。如：

I like games in general, and especially football. 各种运动我一般都喜欢，尤其是足球。

I am glad to find myself in general accord with your opinions. 我很高兴地发现我的意见与你的看法基本一致。

in total总数in detail详细地in treatment在治疗 in common共同地in order井然有序的 in place在原来(合适)位置 in doubt怀疑in hospital在住院in prison在监狱(服刑) in public 公开地in secret秘密地in return 作为报答

用上述短语填空：

① ____ , men are taller than women. ②He talked ____ about the curtains he's bought.

③I'd never speak like that ____ . (Keys: ①In general ②in detail ③in public)

Reading

3. What life will be like in the future is difficult to predict. 很难预言将来的生活会是什么样。

4. One way to catch a glimpse of the future is to examine some of the major trends in contemporary society. 考察当代社会的大趋势可以帮助我们对未来做出窥测。

* catch a glimpse of = catch a brief sight of; see sb/ sth for a very short time

一眼瞥见; 大致看; 很快地看一眼

.catch/ get/ have a (brief)glimpse很快地看一眼，匆匆一瞥 catch/ get/ have a sight of看到

I caught a glimpse of her as she got into the car.

She caught a glimpse of Meg at the station this morning.

5. contemporary society/styles现代社会/风格 be contemporary with与…属于同一时代

contemporary用作形容词，意为“同时期的”、“当代的”，用作名词，意为“同时期的人”、“同辈”、“报刊同业”。如： contemporary literature 当代文学

Marlowe was contemporary with Shakespeare. 马洛与莎士比亚同时代。

Keats and Shelley were contemporaries. 济慈和雪莱是同代人。

6. Current trends indicate that transportation is becoming cleaner, faster and safer.(当代趋势表明…)

7. A good example of how transportation is changing is the new maglev train, which is environmentally friendly, energy-saving and travels at an amazing 430 km/h.

新型的磁悬浮列车就是交通运输变化的一个很好的例子。它既环保，又节约能源，还能以430公里的惊人时速行驶。

* 本句为which引导的非限制性定语从句，其先行词为the new maglev train。

* environmentally friendly = not damaging the environment

environmentally friendly washing powder 环保洗衣粉

energy-saving节约能源的 paper-making造纸的 English- speaking说英语的

* 表示“以…的速度；以…的价格；以…的比率”，介词一般用at.

e.g. The new car has a speed limit. It has to run at 80 kilometers per hour.

I bought the books at the price of 10 dollars each.

8. ensure sb. from/ against danger保护某人免受危险 ensure safety确保安全

9. reform oneself 改过自新 reform and open 改革开发 a reform in teaching methods教法改革

10. * in touch with ＝ in communication with 同…联系

e.g. Let’s keep in touch. Let’s keep in touch with each other.

We are in close touch with our office in USA. 我们与我们在美国的办事处有密切联系。

* out of touch 失去联系

We have been out of touch with Lillian.

keep in touch (with) 与...保持联系 get in touch with 和...取得联系 lose touch with 和...失去联系 be in touch (with) 和...有联系 be/get out of touch (with) 失去联系；脱离

由keep构成的词组

keep back; keep in mind; keep one’s balance; keep on; keep up with;

keep doing; keep sb/ sth doing; keep sb/ sth from doing

11. be crowded with 充满/挤满了 the crowd 人群 crowd into涌入，挤入

12. remain/ stay/ keep open/ closed 仍然开/关着 remain/ stay a problem仍是个问题

remain/ stay the same 保持不变 remain/ stay sitting 仍然坐着 remain/ stay unfinished 仍然没完成 remain/ stay in great poverty 仍然很穷（人）逗留 remain/ stay in hospital

13. deal with 对付，处理（常与 how连用，do with与 what连用）2）与.打交道We have dealt with the company for 10 years．我们同这家公司打了十年的交道。

14. with a better understanding of 随着---的了解/除 with the development of 随着---的发展

15. on the air广播中/放映（的）（被广播/放映的） speak on the air在广播中/电视上讲话。

16. The way we view learning and knowledge is also changing. 我们对于学习和知识的看法也在变

17. come true（不可用被动）/ turn into reality/ be realized实现，成为现实

18. We cannot be sure whether our dreams will come true,We can at least be hopeful that our efforts to improve the world will be successful.我们无法确定梦想能否实现，但至少我们对我们改造世界的能力会获得成功充满信心。

be hopeful + of / about / that从句

We are hopeful of getting your support.

We are hopeful about their future.

She was hopeful that her job would bring in more money. hopefully

Mary said hopefully, “I’ll find it.” (怀着希望地)

Hopefully everything turns out well.

Hopefully we’ll arrive before dark. (如果顺利地话，但愿)

19. If we learn to accept change and appreciate what is new and different,we will be well-prepared for wherever the future may have in store.如果我们学会接受变化，学会欣赏新的、不同的事物，我们就能有准备地迎接未来带给我们的一切。

in store贮藏着；准备着；就要来到 have/ hold/ keep sth. In store 贮藏/准备着某物

We have a lot of food in store for bad weather.

There will be a shock in store for him.

language study

20. This company promises that consumers who have been cheated by it can get twice their money back．这家公司保证被它欺骗的消费者可以得回两倍的钱。

(1)…倍数+the size(weight／height／width／length．．．)of+…

eg：That house being built there is 3 times the height of this old one．

正在被修建的那个房是这所旧房的三倍。

The desk is 4 times the length of the box．这张课桌的长度是个那盒子的四倍。

(2)…倍数+比较级+that+…

The number of students in their school is three times larger than that in ours．他们学校学生数量比我们学校多三倍。

(3)…倍数+as +adj／adv．(原级)+as+…

Asia is 4 times as large as Europe．亚洲是欧洲的四倍大。

(4)…倍数+as+many+n．(可数名词复数)+as...

We got 3 times as many people as we had planned．我们买的书是我们原先计划的3倍之多。

(5)…倍数+as+much+n．(不可数名词)+as…

The book cost me 3 times as much money as the one I bought in Beijing last year．这本书的价钱是我去年在北京买的那本的3倍之多。

Integrating skills

21. Company n．(1)友谊，交情，陪伴[U]

We will be glad of your company 0n the journey．旅行中有你陪伴我们会很高兴。

(A) in company(with)陪伴某人，和……在一起

(B) keep sb．company=keep company with sb．陪伴某人，和……在一起

He kept me company．他陪伴我。

(2)伴侣，同伴[U]

eg：I have company this evening．今晚我有客。

公司[c] We organized a publishing company．

【拓展】 part company(with)和某人分手，断绝来往in the company of在……陪同下

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